The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Task-based second language learning: the uses of the first language
Abstract
The present article focuses on the uses of the first language (L1) made by 22 pairs of grade 8 French immersion students as they complete one of two different tasks: a dictogloss and a jigsaw. The outcome of each task is a story written by each student pair. We propose a coding scheme for the uses made of the L1, exemplify them, and report on exploratory analyses intended to describe differences between and within the tasks in terms of the amount of English (L1) used. We also address the relationship between the amount of L1 use and the quality of students’ writing, and the variability in task performance across student pairs.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Self-citationCrosslinguistic Influence: Transfer to Nowhere?
Kellerman, E. (1995) · Annual Review of Applied Linguistics · doi:10.1017/s0267190500002658 · Cited by 279
Cited by
Own-language use in language teaching and learning
Hall, G., & Cook, G. (2012) · Language Teaching · doi:10.1017/s0261444812000067 · Cited by 466
Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools
Carless, D. (2004) · TESOL Quarterly · doi:10.2307/3588283 · Cited by 464
Learner proficiency and focus on form during collaborative dialogue
Leeser, M. J. (2004) · Language Teaching Research · doi:10.1191/1362168804lr134oa · Cited by 419
Is There a Role for the Use of the L1 in an L2 Setting?
Storch, N., & Wigglesworth, G. (2003) · TESOL Quarterly · doi:10.2307/3588224 · Cited by 396
Why that, in that language, right now? Code-switching and pedagogical focus
Üstünel, E., & Seedhouse, P. (2005) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2005.00093.x · Cited by 216
The practice of policy: Teacher attitudes toward “English only”
McMillan, B. A., & Rivers, D. J. (2011) · System · doi:10.1016/j.system.2011.04.011 · Cited by 173
The use of the L1 in CLIL classes: The teachers' perspective
Lasabaster, D. (2013) · Latin American Journal of Content and Language Integrated Learning · doi:10.5294/laclil.2013.6.2.1 · Cited by 156
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
Yu, S., & Lee, I. (2014) · System · doi:10.1016/j.system.2014.08.007 · Cited by 100
A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom
Nakatsukasa, K., & Loewen, S. (2015) · Language Teaching Research · doi:10.1177/1362168814541737 · Cited by 82
Yang, L. (2014) · Journal of Second Language Writing · doi:10.1016/j.jslw.2014.01.003 · Cited by 61
Translanguaging in Immersion: Cognitive Support or Social Prestige?
Lyster, R. (2019) · The Canadian Modern Language Review · doi:10.3138/cmlr.2019-0038 · Cited by 40
11. Small-group meta-analytic talk and Spanish L2 development
Moranski, K., & Toth, P. D. (2016) · Language Learning & Language Teaching · doi:10.1075/lllt.45.12mor · Cited by 29
Japanese L2 learners’ translanguaging practice in written peer feedback
Kim, S., & Chang, C.-H. (2022) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2020.1760201 · Cited by 25
Rajendram, S. (2019) · Unpublished · doi:10.13140/rg.2.2.31489.61284 · Cited by 11
The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks
Collins, L., & White, J. (2015) · TESL Canada Journal · doi:10.18806/tesl.v31i0.1186 · Cited by 8
“Note that none resemble the picture differences, dictogloss, or jigsaw tasks that have figured in previous research on tasks and interaction (Keck et al., 2006; see also Mackey, 1999; Pica, 1987; Pica, Kang, & Sauro, 2006; Swain & Lapkin, 2000, 2001).”
BackgroundDecristan, J., Schastak, M., Reitenbach, V., & Rauch, D. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01023-6 · Cited by 4
Reitenbach, V., Decristan, J., Rauch, D. P., Bertram, V., & Schneider, K. M. (2023) · Unterrichtswissenschaft · doi:10.1007/s42010-023-00171-4 · Cited by 3
Metadata
- Authors
- Swain, M., & Lapkin, S.
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2000-07
- Volume
- 4
- Issue
- 3
- Pages
- 251-274
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2129478630
- Cited by
- 716
- References
- 2
- FWCI
- 38.53
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
