Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning

By K. Brooks-Lewis. 2009

234 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ed0b5cbf15ff010e23ba0e5cf9e423894882825b

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. Kelly
2. Jennifer Bruen
3. A. Aldosari
4. E. Macaro
5. G. Hall
6. Guy Cook
7. Lili Tian
8. H. Al-Nofaie

In Literature and Literary Theory

1. E. Macaro
2. A. Aldosari
3. N. Kelly
4. Jennifer Bruen
5. Lili Tian
6. G. Hall
7. Guy Cook
8. H. Al-Nofaie

Citations in the corpus

• Own-language use in language teaching and learning (2012, background): “Brooks-Lewis (2009) draws upon John Dewey’s humanistic and democratic educational philosophy (1939) to point out that ‘recognizing a person’s prior knowledge is another manner of recognizing the person and that is demonstrated with the incorporation of the L1 in foreign language education’ (2009:…”
• 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): “In many other studies the reader is given no indication (e.g. Brooks-Lewis, 2009) whether the researcher has been measuring a classroom where the general pedagogical intent is the communication of meaning or one where the teacher is simply comparing the L2 with the L1 both grammatically and…”
• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, background): “Finally, Brooks-Lewis (2009), reporting on a study conducted in an introductory English course for Spanish speakers in Mexico, concludes that facilitating the use of the L1 during the course made the experience more meaningful and enjoyable and less anxiety-provoking for the participants.”
• THE ATTITUDES OF TEACHERS AND STUDENTS TOWARDS USING ARABIC IN EFL CLASSROOMS IN SAUDI PUBLIC SCHOOLS- A CASE STUDY (2010, result): “The review below reveals that research at school level seems to be limited, and most recent studies have investigated L1 use among college students (e.g. Schweers,1999; Scott and de la Fuente, 2008; Nazary, 2008; Brooks-Lewis, 2009; Raschka etal., 2009).”
• An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “This perspective, however, has altered somewhat in recent years (Cook, 2001; Turnbull, 2001) with researchers such as Butzkamm (2003), Brooks-Lewis (2009), and Macaro (2005), promoting the advantages of using L1.”
• Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “Rather, the findings suggest – as Swain and Lapkin (2000) pointed out and as Brooks-Lewis (2009) intimated – that to restrict or prohibit the use of L1 in L2 classes is to deny learners the opportunity of using an important tool.”
• First and second language use in English medium instruction contexts (2018, background): “Since the mid-1990s there has been a shift at the theoretical level (e.g. V. Cook 2001, 2010; Li & Martin, 2009) and by researchers’ stance (e.g. Brooks-Lewis, 2009; Hosoda, 2000) towards exploring the value of using the L1 to promote L2 learning.”