Task-modality and L1 use in EFL oral interaction

[EN] This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner–learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with...

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Detalles Bibliográficos
Autores: Azcaray Garay, Agurtzane, García Mayo, María del Pilar
Tipo de recurso: artículo
Fecha de publicación:2014
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/64386
Acceso en línea:http://hdl.handle.net/10810/64386
Access Level:acceso abierto
Palabra clave:EFL
L1 use
task-based interaction
task-modality
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spelling Task-modality and L1 use in EFL oral interactionAzcaray Garay, AgurtzaneGarcía Mayo, María del PilarEFLL1 usetask-based interactiontask-modality[EN] This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner–learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners’ attention to meaning and tasks that also incorporate a written component drawing attention more to formal linguistic aspects. Research has also shown that a balanced L1 use might be positive in learner–learner interaction, as it helps learners maintain their interest in the task and acts as a strategy to make difficult tasks more manageable. This article analyses L1 use and the functions it served during the oral interaction of 44 EFL Spanish learners while they completed four collaborative tasks: two speaking tasks (picture placement and picture differences) and two speaking+writing tasks (dictogloss and text editing). Findings point to a clear impact of task-modality on L1 use, as speaking+writing tasks made learners fall back on their L1 more frequently. L1 functions were also task dependent with grammar deliberations more frequent in speaking+writing tasks and vocabulary searches in speaking tasks.Gobierno Vasco: referencia IT-311-10 (grupo consolidado), y referencia BFI08.281 (beca predoctoral) Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU): UFI 11/06Sage202420242014info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/64386reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://journals.sagepub.com/doi/full/10.1177/1362168814541717info:eu-repo/semantics/openAccess© The Author(s) 2014 published by Sageoai:addi.ehu.eus:10810/643862026-06-18T09:23:17Z
dc.title.none.fl_str_mv Task-modality and L1 use in EFL oral interaction
title Task-modality and L1 use in EFL oral interaction
spellingShingle Task-modality and L1 use in EFL oral interaction
Azcaray Garay, Agurtzane
EFL
L1 use
task-based interaction
task-modality
title_short Task-modality and L1 use in EFL oral interaction
title_full Task-modality and L1 use in EFL oral interaction
title_fullStr Task-modality and L1 use in EFL oral interaction
title_full_unstemmed Task-modality and L1 use in EFL oral interaction
title_sort Task-modality and L1 use in EFL oral interaction
dc.creator.none.fl_str_mv Azcaray Garay, Agurtzane
García Mayo, María del Pilar
author Azcaray Garay, Agurtzane
author_facet Azcaray Garay, Agurtzane
García Mayo, María del Pilar
author_role author
author2 García Mayo, María del Pilar
author2_role author
dc.subject.none.fl_str_mv EFL
L1 use
task-based interaction
task-modality
topic EFL
L1 use
task-based interaction
task-modality
description [EN] This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner–learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners’ attention to meaning and tasks that also incorporate a written component drawing attention more to formal linguistic aspects. Research has also shown that a balanced L1 use might be positive in learner–learner interaction, as it helps learners maintain their interest in the task and acts as a strategy to make difficult tasks more manageable. This article analyses L1 use and the functions it served during the oral interaction of 44 EFL Spanish learners while they completed four collaborative tasks: two speaking tasks (picture placement and picture differences) and two speaking+writing tasks (dictogloss and text editing). Findings point to a clear impact of task-modality on L1 use, as speaking+writing tasks made learners fall back on their L1 more frequently. L1 functions were also task dependent with grammar deliberations more frequent in speaking+writing tasks and vocabulary searches in speaking tasks.
publishDate 2014
dc.date.none.fl_str_mv 2014
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/64386
url http://hdl.handle.net/10810/64386
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://journals.sagepub.com/doi/full/10.1177/1362168814541717
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© The Author(s) 2014 published by Sage
eu_rights_str_mv openAccess
rights_invalid_str_mv © The Author(s) 2014 published by Sage
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sage
publisher.none.fl_str_mv Sage
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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repository.mail.fl_str_mv
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