چکیده:
Pair and small group work is infrequently welcomed in English as a Foreign Language (EFL) classes under the assumption that students tend to use their first language (L1), which is considered detrimental to learning the new language. From sociocultural perspective, however, students’ first language is claimed to play the role of an important psychological tool and can facilitate the learning process. Hence, the current study is an investigation to examine the impact of students’ L1 use on their collaborative interaction, specifically on the construct of language-related episodes (LREs), in completing form-focused editing tasks in pairs in an EFL context. The findings show that learners’ L1 can affect their interactional talk and can play certain socio-cognitive roles such as the provision of explanations for the suggestions made in pair, helping make sense of the utterances, sharing ideas instead of unilateral solutions to linguistic problems, and assisting one another in reaching solutions to the problems at hand. The functions were seen to be all conducive to the pair members’ target language development.
خلاصه ماشینی:
Hence, the current study is an investigation to examine the impact of students’ L1 use on their collaborative interaction, specifically on the construct of language-related episodes (LREs), in completing form-focused editing tasks in pairs in an EFL context.
Introduction Numerous studies (Bejarano, 1987; Donato, 2004; Long & Porter, 1985; Pica, 1994; Storch, 1998; Swain & Lapkin, 1998, among others) have supported the use of pair and small group work in language classroom.
It has been maintained that the use of pair and small group work promotes students’ collaboration which is believed to serve important roles in the process of second language acquisition.
1. 1 Pedagogical investigations on the use of L1 Studies based on Vygotsky’s sociocultural theory of language development (Brooks & Donato, 1994; Centeno-Cortes & Jimenez- Jimenez, 2004; Storch & Wigglesworth, 2003; Scott & Fuente, 2008; Swain & Lapkin, 2000; Upton & Lee-Thompson, 2001) show that L1 is used by L2 learners and it serves significant functions in the process of second language acquisition.
g. Ewald, 2005; Kim, 2008; Ross-Fledman, 2007; Scott and Fuente, 2008; Storch, 1998, 2001, 2007; Swain & Lapkin, 1998) adopted Language-Related Episodes (LREs) put forward by Swain and Lapkin (1995, 1998) to investigate the role that L1 could presumably play in performing linguistic tasks.
More specifically, the study focused on the impact of L1 use on learners’ interactional talk in terms of LREs in the process of second language learning.