Affiliation:
1. George Washington University, USA
Abstract
This study investigated whether second language (L2) classroom instruction that incorporates a principled approach into the use of the first language (L1) by students and instructors has an effect on beginning learners’ development of L2 speaking and writing proficiency, compared to L2-only instruction, over the course of one semester. Participants were 54 students of Spanish enrolled in six sections of a university-level Elementary Spanish course. The six intact classes, exposed to the same task-based curriculum, were randomly assigned to two experimental groups (–L1 and +L1). For the –L1 group, instruction and interaction were conducted exclusively in the L2, whereas instruction and interaction in the +L1 group included specific uses of the L1. A pretest–posttest design was used to measure change in speaking and writing proficiency. Effects were assessed using the STAMP 4 test, a standardized measure of proficiency. Results indicated that courses under both conditions promoted improvements in speaking and writing. However, students in the +L1 condition improved significantly more than those in the control –L1 group, both in speaking and writing. This points to a potentially more important role for the L1 in the development of an L2. Pedagogical implications are discussed, and directions for further research are offered.
Subject
Linguistics and Language,Education,Language and Linguistics
Cited by
14 articles.
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