An Emergent Perspective on the Use of the First Language in the English-as-a-Foreign-Language Classroom

Autor/in	Moore, Paul J.
Titel	An Emergent Perspective on the Use of the First Language in the English-as-a-Foreign-Language Classroom
Quelle	In: Modern Language Journal, 97 (2013) 1, S. 239-253Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2013.01429.x
Schlagwörter	Forschungsbericht; Language Usage; Native Language; English (Second Language); Second Language Learning; Oral Language; Task Analysis; Context Effect; Peer Relationship; Second Language Instruction; Language Proficiency; Consciousness Raising; Foreign Countries; Interaction Process Analysis; Universities; Sociocultural Patterns; Japan + Suchen Sie Ihr Suchwort? Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Peer-Beziehungen; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Bewusstseinsbildung; Ausland; Prozessanalyse; University; Universität; Soziokulturelle Theorie
Abstract	This study investigates contextual features surrounding the use of a first language (L1) in a Japanese university English-as-a-foreign-language (EFL) course during peer interaction in the extended preparation phase leading up to two oral presentation tasks (OP1 and OP3), performed seven months apart. Interaction data were analysed in terms of the amount of L1 production, the distribution of L1 use within and across tasks and dyads, and the focus of learner talk. Contextual influences on L1 use were also investigated. The amount of L1 use increased from OP1 to OP3 and the overall proportion of L1 talk was higher than that found in previous studies. Within dyads, learners generally used less L1 over time. This was attributed to the shifting focus of talk from procedural to content-creation activity. Some learners were consistently high or low users of L1, while others varied. Variability was attributed to differences in second language (L2) proficiency, levels of engagement with the task and/or interlocutor, and the negotiation of task control and pedagogic roles within a dyad. Finally, it was found that the language chosen for the initial utterance of an exchange may influence that of following utterances. The results support the contention that L1 use emerges naturally in classroom discourse and that attempts to influence it should involve raising awareness of contextual conditions surrounding its emergence. (Contains 6 tables and 7 notes.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10