The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms

By J. Campa, Hossein Nassaji. 2009

193 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e3bd3c112a4ded198d173cd8d2f61d9e1648de16

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. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Jack K. H. Pun
5. Pınar Salı
6. N. Kelly
7. Jennifer Bruen
8. Y. Lo

In Literature and Literary Theory

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Jack K. H. Pun
5. Pınar Salı
6. Y. Lo
7. S. Graham
8. Karen E. Roehr

Citations in the corpus

• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “De La Campa and Nassaji (2009) in German classrooms in Canada found 11.”
• First and second language use in English medium instruction contexts (2018, methodology): “The functions of L1 use (e.g. De la Campa & Nassaji, 2009; Jafari & Shokrpour, 2013; Raschka et al, 2009; Sali, 2014; Ustunel & Seedhouse, 2005).”
• An analysis of the teachers' use of L1 in Turkish EFL classrooms (2014, background): “de la Campa and Nassaji (2009), in their study of German as a foreign language classes in Canada, indicated that ‘giving activity instructions’was the secondmost frequent function of L1 use.”