Task-based second language learning: the uses of the first language

By M. Swain, Sharon Lapkin. 2000

773 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c06204f441c6df37c2e7ad96be80554ad6bb3571

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. N. Storch
2. Icy Lee
3. Shulin Yu
4. Youjin Kim
5. Kim McDonough
6. Hossein Nassaji
7. Masatoshi Sato
8. A. Aldosari

In Literature and Literary Theory

1. N. Storch
2. Icy Lee
3. Shulin Yu
4. Youjin Kim
5. Kim McDonough
6. A. Aldosari
7. Masatoshi Sato
8. R. Lyster

Citations in the corpus

• Taking communication to task? A critical review of recent trends in language teaching (2003, background): “Work on these issues is ongoing (see Candlin, 2001; Ctialhoub-Deville, 2001; Lynch and Maclean, 2000; Robinson, 2001; Skehan, 1998a: 98-120; Skehan, 2001; Swain and Lapkin, 2000; Wigglesworth, 2001) but it is fair to say that at present some of the proposals are speculative and experimental; indeed,”
• Examining dialogue: another approach to content specification and to validating inferences drawn from test scores (2001, methodology): “Based on what the students said in English, we developed a set of categories (Swain and Lapkin, 2000b).”
• Pairing learners in pair work activity (2013, background): “For example, Swain and Lapkin (2000), in a study of pair work in grade 8 French immersion classes, found that between 20% and 30% of turns were in the L1, but noted that the amount of L1 used correlated with L2 proficiency levels.”
• The Ecology and Semiotics of Language Learning (2004, background): “Under certain conditions‚ such as meaningful and interesting project work‚ use of the native language actually helps in the development of the target language‚ diminishing naturally as second language proficiency increases (Brooks‚ Donato & McGlone‚ 1997; Swain & Lapkin‚ 2000).”
• The effect of interaction in acquiring the grammar of a second language (2002, background): “This may trigger cognitive processes that may both generate new linguistic knowledge and consolidate existing knowledge (Swain & Lapkin, 2000, 2001).”
• The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners (2008, background): “…the empirical base of collaborative dialogue research, which has largely focused on intensive ESL programs (Ross-Feldman, 2007; Watanabe & Swain, 2007; Williams, 1999, 2001), content-based Spanish course (Leeser, 2004), and French immersion programs (Swain, 1998; Swain & Lapkin, 1998, 2000, 2001).”
• Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, methodology): “We also examined the LREs for instances of repetition (DiCamilla & Antón, 1997; Ohta, 2005) and use of the L1 (Antón & DiCamilla, 1998; Brooks & Donato, 1994; Brooks et al., 1997; Swain & Lapkin, 1998, 2000; Villamil & De Guerrero, 1996).”
• The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, background): “‘intramental activity’), as learners can externalise their thoughts and reconstruct their own ways of thinking (Rojas-Drummond and Mercer 2003 ; Swain and Lapkin 2000 ).”
• STUDENT USE OF THE MOTHER TONGUE IN THE TASK-BASED CLASSROOM (2007, neutral): “the task-based classroom”
• Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools. (2004, background): “Similar to Nikolov (1999), Swain and Lapkin (2000) were surprised that learners used MT more frequently during communicative tasks than they had anticipated.”
• The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “Most studies so far have been focused on the use of the first language by learners (Guk & Kellogg, 2007; Storch & Aldosari, 2010; Swain & Lapkin, 2000) and seem to indicate that the presence of the L1 may be high if students share the same mother tongue.”
• First Language Use in Second and Foreign Language Learning (2009, neutral): “These research results have prompted some scholars to soften the virtual position, arguing instead for maximized target language use (Swain & Lapkin, 2000; Turnbull, 2001; Turnbull & Arnett, 2002).”