L1 use in group interaction in EFL classes
This research paper analyzes the first language (L1) interactions of 14 students, aged between 14 and 15 years, assembled in groups to accomplish 3 different collaborative and interactional tasks, such as writing, reading and grammar-based tasks in an EFL class. The data were gathered in a state sec...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:230658 |
| Acceso en línea: | https://ddd.uab.cat/record/230658 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació secundària obligatòria Anglès Llengua segona Llenguatge i educació Interacció didàctica L1 use Second language learning Group interaction EFL |
| Sumario: | This research paper analyzes the first language (L1) interactions of 14 students, aged between 14 and 15 years, assembled in groups to accomplish 3 different collaborative and interactional tasks, such as writing, reading and grammar-based tasks in an EFL class. The data were gathered in a state secondary school located in an upper-middle class neighborhood of Barcelona, through the use of recorded videos. The L1 interactions employed by the students in group are analyzed to determine the functions of the L1. This paper also examines if the L1 functions observed are beneficial or a potential obstacle to learn the second language. Findings show that using the first language in EFL classes has social and cognitive benefits and it contributes to second language learning. |
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