Home Linguistics & Semiotics Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development
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Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development

A quasi-experimental study of L1 languaging
  • Masatoshi Sato and Isidora Angulo
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Languaging in Language Learning and Teaching
This chapter is in the book Languaging in Language Learning and Teaching

Abstract

This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

Abstract

This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Introduction 1
  5. Section I. Languaging
  6. Chapter 1. Child EFL grammar learning through a collaborative writing task 19
  7. Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 41
  8. Chapter 3. Languaging and grammatical terminology 67
  9. Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 91
  10. Chapter 5. Languaging when providing and processing peer feedback 111
  11. Chapter 6. Languaging 129
  12. Chapter 7. Languaging in wiki-based collaborative writing: 149
  13. Section II. Languaging
  14. II.1. Oral self-directed talk
  15. Chapter 8. Talking about language 175
  16. Chapter 9. Talking to self while writing 197
  17. II.2. Written self-directed talk (written languaging)
  18. Chapter 10. L2 learning and the frequency and quality of written languaging 219
  19. Chapter 11. L2 writers’ processing of written corrective feedback 241
  20. Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 267
  21. Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 287
  22. Index 309
https://doi.org/10.1075/lllt.55.02sat

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Introduction 1
  5. Section I. Languaging
  6. Chapter 1. Child EFL grammar learning through a collaborative writing task 19
  7. Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 41
  8. Chapter 3. Languaging and grammatical terminology 67
  9. Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 91
  10. Chapter 5. Languaging when providing and processing peer feedback 111
  11. Chapter 6. Languaging 129
  12. Chapter 7. Languaging in wiki-based collaborative writing: 149
  13. Section II. Languaging
  14. II.1. Oral self-directed talk
  15. Chapter 8. Talking about language 175
  16. Chapter 9. Talking to self while writing 197
  17. II.2. Written self-directed talk (written languaging)
  18. Chapter 10. L2 learning and the frequency and quality of written languaging 219
  19. Chapter 11. L2 writers’ processing of written corrective feedback 241
  20. Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 267
  21. Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 287
  22. Index 309
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