Classroom interactions: the L1 in the foreign language classroom.

Autor/in	Papaefthymiou-Lytra, Sophia
Titel	Classroom interactions: the L1 in the foreign language classroom.
Quelle	(1987), 40 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Hören; Interaktion; Lesen; Interpretation; Linguistik; Soziolinguistik; Schreiben; Neugriechisch; Einsprachigkeit; Interaktion; Lernprozess; Hören; Linguistik; Soziolinguistik; Bilingualer Unterricht; Einsprachigkeit; Neugriechisch; Lesen; Schreiben; Interpretation
Abstract	Research indicates four sources for the use of the first language in the second language classroom. Environment and the learners cannot be easily controlled, but materials and teachers can. The goal of such control is to increase second language input primarily at the macro level for reading, listening, and speaking practice, thus speeding up the learning process and rate. Second language use to handle communication beyond the daily lesson's content gives learners and teachers opportunity for more interpersonal communication where meanings and differences of opinions must be negotiated in a way conforming to the conventions of the second language. The more the teachers and learners use the second language in classroom interaction as a joint activity, the better negotiators the learners are expected to become. Through practice, learners test their hypotheses about the foreign language in terms of the linguistic, sociolinguistic, pragmatic, and discoursal rules and conventions available in that language. There is a place for the first language in the second language classroom, for pedagogical reasons. It can be used as a learning strategy when other strategies have failed to facilitate comprehension and interpretation. However, excessive use at the expense of the second language reduces the learning rate and process.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)