Learner Representations of Strategic L1 Use in the Language Classroom

The use of first language(s) (L1) in the language
classroom has often been at the centre of
methodological debate, giving rise to a number of
differing views. To date, this discussion has been
focused largely on the aspect of teacher language
choice, with only limited studies concerning the
student s use of L1. This book aims to explore the
learner s representations of strategic L1 use in the
foreign language classroom. The research study seeks
to understand whether learners attribute positive or
negative roles to the L1 in the language learning
process, and investigates this within two language
populations (French and Australian). The findings
highlight that learners are able to differentiate
between the help that the L1 provides in
comprehending aspects of the foreign language, and
the hindrance that it causes to L2 exposure,
suggesting that learners are more aware of the
benefits and pitfalls of L1 use in the language
classroom than as portrayed through previous
studies. From these findings, it is suggested that
representations of learners regarding strategic L1
use should become a focus for further research.

Autorentext
Rachel Varshney, PhD, is an educational sociolinguist with a particular interest in second language acquisition in foreign language environments. A Visiting Associate in the Department of Linguistics at Macquarie University, Australia, she also teaches and researches in the area of academic and professional communication.

Klappentext
The use of first language(s) (L1) in the language classroom has often been at the centre of methodological debate, giving rise to a number of differing views. To date, this discussion has been focused largely on the aspect of teacher language choice, with only limited studies concerning the student's use of L1. This book aims to explore the learner's representations of strategic L1 use in the foreign language classroom. The research study seeks to understand whether learners attribute positive or negative roles to the L1 in the language learning process, and investigates this within two language populations (French and Australian). The findings highlight that learners are able to differentiate between the help that the L1 provides in comprehending aspects of the foreign language, and the hindrance that it causes to L2 exposure, suggesting that learners are more aware of the benefits and pitfalls of L1 use in the language classroom than as portrayed through previous studies. From these findings, it is suggested that representations of learners regarding strategic L1 use should become a focus for further research.