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Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction

  • Laura Nadal Sanchis ORCID logo und Iria Bello Viruega ORCID logo EMAIL logo
Veröffentlicht/Copyright: 27. Juli 2023
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 62 Heft 4

Abstract

Conceptual mediation is one of the competences described by the Common European Framework of Reference (CEFR) during the acquisition of foreign languages. When practicing mediation, learners collaborate in the construction of knowledge to conduct activities that require higher-level cognitive skills, such as teamwork. This study analyzes the communicative functions and L1 use in peer interaction during a conceptual mediation activity in a group of students following Content Language Integrated Learning (CLIL) instruction and another receiving traditional language tuition. The sample was made up of 60 L1 Spanish, L2 German speakers enrolled in a A2.2 German course (age 18–20). For the analysis, the oral interaction of the groups was recorded through an online videoconference platform. The type of mediation used as well as the presence or absence of speakers’ L1 (Spanish) were assessed. The analysis demonstrates that groups following a CLIL approach resorted to regulative discourse for work organization purposes (relational mediation) more frequently than those students following a more traditional approach. Regarding the use of the L1, non-CLIL groups used their first language to a greater degree in regulative discourse and during communicative mediation, that is, when they had to resort to translation to ensure comprehension among peers.

Keywords: communicative functions; conceptual mediation; German as a foreign language (DaF); L1 use; second language acquisition; second language teaching
Corresponding author: Iria Bello Viruega, Universitat de les Illes Balears, Palma de Mallorca, Spain, E-mail:
This work is the result of a constant exchange of ideas. However, Laura Nadal is mainly responsible for Sections 2, 3, 6 and 7, whereas Iria Bello is mainly responsible for Sections 1, 4 and 5.

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Received: 2022-08-30
Accepted: 2023-06-21
Published Online: 2023-07-27
Published in Print: 2024-11-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
https://doi.org/10.1515/iral-2022-0170
Schlagwörter für diesen Artikel
communicative functions; conceptual mediation; German as a foreign language (DaF); L1 use; second language acquisition; second language teaching

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
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