Is There a Role for the Use of the L1 in an L2 Setting

By N. Storch, Gillian Wigglesworth. 2003

422 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e1435bb6951d953fc9444e3977808366ffaaba6f

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

In Literature and Literary Theory

1. Icy Lee
2. N. Storch
3. Hossein Nassaji
4. Shulin Yu
5. Youjin Kim
6. E. Macaro
7. A. Aldosari
8. Gillian Wigglesworth

Citations in the corpus

• What's the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks (2008, result): “10Storch and Wigglesworth (2003), had similar results, noting that one student in their study “composed part of the text for Task 1 in her head in the L1 and then verbalized her thoughts aloud in the L2” (p.”
• Teachers' Code-Switching to the L1 in EFL Classroom (2010, neutral): “L1 in practice?”
• An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “In recent years, a growing body of research has been carried out to explore L1 use in pair or small groupwork of L2 learning (Musk, 2010; Muthwii, 2004; Spernes, 2012; Storch & Wigglesworth, 2003; Swain & Lapkin, 2000; Yang, 2006, 2014).”
• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, background): “la Fuente (2008) and Storch and Wigglesworth (2003) argue that permitting the use of”
• English only? The linguistic choices of teachers of young EFL learners (2010, background): “…the teaching context and to personal variables, such as local policy, the level of instruction and level of students’ proficiency, lesson contents, objectives and materials, the teachers’ pedagogical training, experience in the TL culture and perceived program goals (Storch & Wigglesworth, 2003).”
• Exploring translanguaging in CLIL (2019, background): “We know that FL learners often use their L1 when put in groups (e.g. Hancock 1997; Storch and Wigglesworth 2003) and we should not necessarily expect CLIL learners to be any different; so it comes as little surprise to find the learners speaking Spanish.”
• The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “In addition, L1 can be a valuable sociocognitive tool to collect ideas that can in turn help mediate the learning of L2 and promote interaction among learners in the L2 environment (Anton & DiCamilla, 1999; Storch & Wigglesworth, 2003; Thoms, Liao, & Szustak, 2005; Wells, 1998).”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “Moreover, some researchers argue that functions such as classroom management and content transmission are ‘useful’ (Hosoda, 2000, p. 71), or that they can be ‘beneficial’ (Storch & Wigglesworth, 2003, p. 761) but do not provide convincing definitions of ‘useful’ or ‘beneficial’.”
• Using pretask modelling to encourage collaborative learning opportunities (2011, background): “…the target language, which is likely to occur in our instructional context because it involves low-proficiency learners who share the same L1 (Brooks & Donato, 1994; Antón & DiCamilla, 1999; Swain & Lapkin, 2000; Storch & Wigglesworth, 2003; Suzuki & Itagaki, 2007; McDonough & Sunitham, 2009).”
• Pairing learners in pair work activity (2013, result): “The nature of pair interaction: Learners’ interaction in an ESL class: its nature and impact on grammatical development.”
• Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “Reported interviews in Storch and Wigglesworth (2003) suggest that learners are aware that they should avoid using L1 in L2 classes.”