제2 언어 교실에서 학습자 모국어의 효용 - 협동적 과제 수행을 중심으로 = The efficacy of learners` first language in the collaborative interactions of the Korean Classrooms
The use of the first language (L1) in the second language (L2) classroom remains a controversial issue in communicative language teaching approaches. Although the first language has been widely used as a cognitive or communicative tool in the second language classroom interaction, its importanc...
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| Format: | Journal Article |
| Language: | other |
| Published: |
2020
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| Online Access: | https://hdl.handle.net/10356/145245 |
| Summary: | The use of the first
language (L1) in the second language (L2) classroom remains a
controversial issue in communicative language teaching
approaches. Although the first language has been widely used as a
cognitive or communicative tool in the second language classroom
interaction, its importance or function has been rather ignored or
undervalued or even sanctioned in the discussion. This study aims
to find a way to utilize or foster the first language by
affirmatively understanding its existence and efficacy. It is hoped
to enable learners’ merit of using the first language to be
optimized by investigating the purpose and context of the first
language use in language learning. The experiment shows that the
use of first language has been decreased in higher level
interactions and cognitively less demanding tasks and the purpose
and aspects of the first language use varies depending on the
characteristics of tasks given to students. This study will conclude
that the first language plays a role as an tool for learning not an
obstacle in the second language classroom and be followed by
investigating its pedagogical implications. |
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