The role L1 has in student-student interaction in EFL classes
This research paper explores the L1 interactions of eleven Catalan students, aged between 15 and 16 years, engaged in pair or small group work during a communicative task in the L2 classroom. The data were gathered in a state secondary school in Greater Barcelona and the participants collectively ca...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:214387 |
| Acceso en línea: | https://ddd.uab.cat/record/214387 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès -- Ensenyament secundari Comunicació oral -- Ensenyament secundari Anglès -- Ensenyament -- Estudiants catalans Competència comunicativa -- Ensenyament secundari Estudiants d'educació secundària Educació secundària obligatòria Aprenentatge actiu Treball en equip Avaluació educativa Interacció educativa -- Educació secundària obligatòria Psicologia |
| Sumario: | This research paper explores the L1 interactions of eleven Catalan students, aged between 15 and 16 years, engaged in pair or small group work during a communicative task in the L2 classroom. The data were gathered in a state secondary school in Greater Barcelona and the participants collectively carried out six different activities, such as a collaborative writing. The study outlined in this dissertation is based on observations of the L1 interventions employed by the learners to prepare the L2 task production. The interventions are analyzed to determine the various functions or roles the use of L1 may have. It also examines the ways in which L1 use can provide opportunities for L2 learning, using video and audio recordings. Findings show that the use of L1 in L2 classes has a positive impact on the tasks production, as well as on the L2 learning. |
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