Longitudinal study on limiting the use of L1 in L2 learning

Abstract

The limitation of using the first language (L1) in second language (L2) classes has been the object of study in the plurilingual educational field, whose objective is to investigate the appropriate use of L1 in learning additional languages. To this end, an empirical, predominantly qualitative study sought to examine the academic performance of L2 learning in two groups – the experimental group with restricted use of the first language and the control group with unrestricted use of the L1. In the first part of the study, participant observation was chosen as a qualitative documentation method and the oral communication skills expected at the end of the school year were noticed. As an aid to participant observations, monthly analyses of the predetermined oral competencies of the subjects were implemented through quantitative observation. Furthermore, a statistical analysis of the annual tests was conducted to compare the studied group with the control group. The condition of preferential use of L2 seems to improve the willingness of learners to communicate in the target language and to associate the teaching figure with the L2, making interpellations mainly in the L2. Providing exclusive input in L2 appears to help in grasping a broad vocabulary in the language. However, L1 seems to have a pedagogical significance, indicating the importance of L1 as a cognitive and metacognitive tool for learners. Therefore, restricting the use of L1 can affect learning the target language.