L1 Use in L2 Vocabulary Learning: Facilitator or Barrier

Autor/in	Liu, Jing
Titel	L1 Use in L2 Vocabulary Learning: Facilitator or Barrier
Quelle	In: International Education Studies, 1 (2008) 2, S.65-69 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Second Language Learning; Vocabulary Development; Second Language Instruction; Teaching Methods; Native Language; Language Usage; Chinese; Qualitative Research; Barriers; Semantics; Memorization; Translation; Language Tests; Undergraduate Students; Essays; Adults; Children; Language Proficiency; Language Research; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; China; Chinesen; Qualitative Forschung; Semantik; Gedächtnistraining; Language test; Sprachtest; Essay; Aufsatzunterricht; Child; Kind; Kinder; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Ausland
Abstract	Based on empirical research and qualitative analysis, this paper aims to explore the effects of L1 use on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of L1 can effectively facilitate the memorization of new words, and the bilingual method (both English explanation and Chinese translation) is welcomed by most subjects. Therefore, the use L1 as a means of semantization or as a tool for checking and validating L2 learners' understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01