Using L1 Knowledge about Language during L2 Error Correction: Do Students Make Cross-Linguistic Connections?

Autor/inn/en	Bell, Philippa; Fortier, Véronique; Gauvin, Isabelle
Titel	Using L1 Knowledge about Language during L2 Error Correction: Do Students Make Cross-Linguistic Connections?
Quelle	In: Language Awareness, 29 (2020) 2, S.95-113 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bell, Philippa) ORCID (Fortier, Véronique) ORCID (Gauvin, Isabelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2020.1729783
Schlagwörter	Native Language; Second Language Learning; Second Language Instruction; Teaching Methods; Elementary School Students; Editing; English (Second Language); Error Correction; Student Attitudes; Transfer of Training; Metalinguistics; Secondary School Students; French; Grammar; Contrastive Linguistics; Task Analysis; Writing (Composition); Foreign Countries; Cooperative Learning; Canada (Montreal) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Redaktion; Textbearbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Schülerverhalten; Training; Transfer; Ausbildung; Metalanguage; Metasprache; Sekundarschüler; Französisch; Grammatik; Linguistics; Kontrastive Linguistik; Aufgabenanalyse; Schreibübung; Ausland; Kooperatives Lernen
Abstract	The role of L1 knowledge about language (L1KAL) in L2 teaching/learning has received little research attention despite its potential importance. In this study, 9 primary (aged 11) and 16 secondary (aged 15) school francophones working in dyads edited an English paragraph containing 19 errors whilst justifying each change. Their discussions were analysed for cross-linguistic connections (CLCs), operationalised as justifications including L1KAL. The research objectives were to understand whether (a) students accessed their L1KAL, (b) L1KAL was accessed in different ways (with a rule AND demonstration of use of L1KAL; with a rule WITHOUT demonstration of use of L1KAL; with no rule) and (c) there was a relationship between CLCs and accuracy. Results demonstrated students rarely made CLCs. When they did, including a verbalised rule was infrequent. Furthermore, they infrequently demonstrated they knew they were using L1KAL, which can result in errors when the L1 system differs from the L2's. Accuracy was highest when CLCs included rules and demonstration of use of L1KAL. These findings demonstrate the need to train students to reflect across languages as part of cross-linguistic activities, which should include awareness-raising to help students question when and how to use their L1KAL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01