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Artykuły w czasopismach na temat „L1 (First Language)”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, an

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Littlewood, William, and Baohua Yu. "First language and target language in the foreign language classroom." Language Teaching 44, no. 1 (2009): 64–77. http://dx.doi.org/10.1017/s0261444809990310.

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For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learni

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Sabourin, Laura, and Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, no. 3 (2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.

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In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the v

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Datta, Hia. "First-Language Attrition in Bengali-English–Speaking Individuals." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 1 (2012): 21–28. http://dx.doi.org/10.1044/cds19.1.21.

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Multilingual immigrants who live in an environment that does not support their first language (L1) can experience changes in their L1. Such changes, over long periods of time, can lead to attrition in L1. Existing studies examining L1 attrition have been focused on European languages and immigrants between the European and American continents. A group of researchers at the Graduate Center of the City University of New York (CUNY) sought to understand L1 attrition in South Asian immigrants with L1s that are very different in structure from English. In this study, we examined the relationship be

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Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.

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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants

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Septa Aryanika. "The Influence of First Language on Second Language Pronunciation." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 3, no. 1 (2024): 31–47. https://doi.org/10.61132/fonologi.v3i1.1315.

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Pronunciation in a second language (L2) is often influenced by the first language (L1), which can hinder intelligibility. Indonesian speakers struggle with certain English sounds, such as /θ/ and /ð/, due to their absence in the L1 phonetic system. To identify the influence of L1 on L2 pronunciation in the context of English language learning in Indonesia and propose strategies to reduce negative transfer effects. This qualitative study used a case study approach, involving 9 students from an English club at XYZ School. A pronunciation test was conducted to measure phonetic transfer between L1

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Cañizares-Álvarez, Carl, and Virginia C. Mueller Gathercole. "The influence of first language polysemy and first language and second language lexical frequencies on second language learners’ use of false cognates." International Journal of Bilingualism 24, no. 3 (2019): 530–41. http://dx.doi.org/10.1177/1367006918814380.

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Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish wor

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Bylund, Emanuel, Niclas Abrahamsson, and Kenneth Hyltenstam. "DOES FIRST LANGUAGE MAINTENANCE HAMPER NATIVELIKENESS IN A SECOND LANGUAGE?" Studies in Second Language Acquisition 34, no. 2 (2012): 215–41. http://dx.doi.org/10.1017/s0272263112000034.

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Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish–L2 Swedish bilinguals. Language proficiency was assessed

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Elston-Güttler, Kerrie E., and John N. Williams. "First language polysemy affects second language meaning interpretation: evidence for activation of first language concepts during second language reading." Second Language Research 24, no. 2 (2008): 167–87. http://dx.doi.org/10.1177/0267658307086300.

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The present study investigates the influence of first language (L1) lexicalization patterns on the processing of second language (L2) words in sentential contexts by advanced German learners of English. The focus was on cases where a polysemous word in the L1 is realized by independent words in the L2, e.g. German Blase realized by English bubble and blister. An anomaly detection task was used in which participants had to indicate whether a target word formed an acceptable completion to a sentence. The critical condition was where the other sense ( blister) of the translation equivalent Blase

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Dr. Shabir Parmar. "The First Language vs. the Foreign Language: A Study." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 3, no. 1 (2021): 123–31. http://dx.doi.org/10.58213/ell.v3i1.36.

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Putting pen to paper when you don't speak the language is a challenge. When writing in a foreign language, Esther Odilia Breuer employs a boxing analogy to depict the challenging task of balancing cognitive processes and avoiding the "punches" of the first language (L1) to the foreign language (L2), which requires the writer's training, flexibility, and endurance (FL). The fight between the L1 and FL for supremacy is a major topic of Breuer's PhD dissertation, which Peter Lag has recently published as a book in the Text production and Medium series (Eds. Eva-Maria Jakobs and Dagmar Knorr). "wh

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Goral, Mira. "What Can Aphasia Tell Us about How the First-Acquired Language Is Instantiated in the Brain?" Languages 7, no. 4 (2022): 283. http://dx.doi.org/10.3390/languages7040283.

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Recent neurolinguistic theories converge on the hypothesis that the languages of multilingual people are processed as one system in the brain. One system for the multiple languages is also at the core of a translanguaging framework of multilingualism—a framework that focuses on each speaker’s complete linguistic repertoire rather than on the separate languages they know. However, evidence from neuroimaging studies suggests at least some nonoverlapping activations of the first-acquired language (L1) and other (non-L1) languages of multilingual people, especially when the age of acquisition and/

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Schmid, Monika S. "First language attrition." Linguistic Approaches to Bilingualism 3, no. 1 (2013): 94–115. http://dx.doi.org/10.1075/lab.3.1.05sch.

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The overwhelming bias for investigations of bilingualism is to focus on the increase of knowledge and crosslinguistic traffic from the L1 to the L2. Developments which concern loss, deterioration or reduced accessibility of knowledge and traffic from the L2 to the L1 are much less well-studied and understood, and are usually treated as a somewhat marginal issue. The present contribution provides an overview of research in first language attrition and argues that changes to the first language system are part and parcel of the development of bilingual knowledge and processing. As such, they can

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AHLBERG, DANIELA KATHARINA, HEIKE BISCHOFF, BARBARA KAUP, DOREEN BRYANT, and JESSICA VANESSA STROZYK. "Grounded cognition: Comparing Language × Space interactions in first language and second language." Applied Psycholinguistics 39, no. 2 (2017): 437–59. http://dx.doi.org/10.1017/s014271641700042x.

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ABSTRACTThe experiential traces account claims that language comprehension in one's first language (L1) is based on the reactivation of experiential traces that stem from experiencing the corresponding objects, states, or events. However, it remains unclear to what extent this is transferable to second language (L2) comprehension. In the present study, we compared German L1 speakers with German L2 speakers whose L1 uses similar or different spatial terms as German. In an adaptation of the Stroop paradigm, participants were instructed to respond to the font color of German spatial prepositions

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Tiwari, Hari Prasad. "Use of First Language in English Language Teaching: EFL Teachers’ Perspectives." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 11, no. 1 (2024): 13. http://dx.doi.org/10.33394/jo-elt.v11i1.11357.

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First language (L1) is seen as a tool that aids in teaching the second language (L2). However, an over-reliance on L1 can slow down the learning process and prevent the achievement of true L2 fluency. This qualitative study aims to investigate the role of the L1 in L2 instruction, particularly its potential to both aid and hinder the learning process. The study employs an interpretive approach, focusing on the perspectives of 14 college-level English as a Foreign Language (EFL) teachers. These participants were selected using judgmental sampling. Data was collected through semi-structured inte

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Upton, Thomas A., and Li-Chun Lee-Thompson. "THE ROLE OF THE FIRST LANGUAGE IN SECOND LANGUAGE READING." Studies in Second Language Acquisition 23, no. 4 (2001): 469–95. http://dx.doi.org/10.1017/s0272263101004028.

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Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read, and many use it as a strategy to help comprehend an L2 text. Owing to difficulties in observing the comprehension process, little research has been conducted to determine what role the L1 plays in the reading strategies of L2 readers. Using think-aloud protocols and retrospective interviews with 20 native speakers of Chinese and Japanese at three levels of language proficiency studying in the United States, this study explores further the question of when L2 readers u

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SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW, and NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency." Applied Psycholinguistics 30, no. 4 (2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overal

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Brisbois, Judith E. "Connections between First- and Second-Language Reading." Journal of Reading Behavior 27, no. 4 (1995): 565–84. http://dx.doi.org/10.1080/10862969509547899.

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This study builds upon previous research examining the relationship between first-language (L1) reading, second-language (L2) knowledge, and L2 reading. The unique contributions of L1 reading, L2 vocabulary, and L2 grammatical skill to L2 reading scores are investigated along with whether or not the contributions differ by course level. Subjects included 131 students (88 beginners and 43 upper level) enrolled in French at the U.S. Air Force Academy. Data were analyzed using multiple regression. Two programs were run for each subject group because L1 reading was measured using two different tes

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Han, Weifeng. "First Language Bidialectism and Associative Learning in Second Language Acquisition." Studies in English Language Teaching 3, no. 1 (2015): 65. http://dx.doi.org/10.22158/selt.v3n1p65.

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<em>The faculty of grammar has long been known to be critical to language acquisition, but recent studies have called into question whether innate capacities included only knowledge of grammatical structure. This paper reports research on language-learning impaired children’s language acquisition and first language (L1) bidialectal children learning a second language. It proposes that learners will benefit from their L1 bidialectal knowledge in second language (L2) learning, since L1 bidialectals exhibit better syntactic awareness of L2 specific structures. It further argues that mechani

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Ahmadian, Moussa, Sajjad Pouromid, and Mehdi Nickkhah. "Improving the Quality of Second Language Writing by First Language Use." Theory and Practice in Language Studies 6, no. 4 (2016): 767. http://dx.doi.org/10.17507/tpls.0604.14.

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The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore des

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Mirzayev, Elchin. "The Influence of First Language Interference on ESL Writing Skills." EuroGlobal Journal of Linguistics and Language Education 1, no. 1 (2024): 32–37. http://dx.doi.org/10.69760/ds5gc908.

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First language (L1) interference plays a critical role in shaping the writing skills of English as a Second Language (ESL) learners. This article explores the influence of L1 interference on grammar, vocabulary, and discourse structure, highlighting how negative transfer from learners’ native languages affects their writing in English. By analyzing case studies of Arabic- and Chinese-speaking ESL learners, the article demonstrates common errors stemming from L1 interference and provides practical strategies for addressing these challenges in the classroom. The importance of raising learner awa

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Britz, Juliane, Emmanuel Collaud, Lea B. Jost, et al. "Embodied Semantics: Early Simultaneous Motor Grounding in First and Second Languages." Brain Sciences 14, no. 11 (2024): 1056. http://dx.doi.org/10.3390/brainsci14111056.

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Background/Objectives: Although the embodiment of action-related language is well-established in the mother tongue (L1), less is known about the embodiment of a second language (L2) acquired later in life through formal instruction. We used the high temporal resolution of ERPs and topographic ERP analyses to compare embodiment in L1 and L2 and to investigate whether L1 and L2 are embodied with different strengths at different stages of linguistic processing. Methods: Subjects were presented with action-related and non-action-related verbs in a silent reading task. Subjects were late French–Ger

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MAYBERRY, RACHEL I. "When timing is everything: Age of first-language acquisition effects on second-language learning." Applied Psycholinguistics 28, no. 3 (2007): 537–49. http://dx.doi.org/10.1017/s0142716407070294.

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The present paper summarizes three experiments that investigate the effects of age of acquisition on first-language (L1) acquisition in relation to second-language (L2) outcome. The experiments use the unique acquisition situations of childhood deafness and sign language. The key factors controlled across the studies are age of L1 acquisition, the sensory–motor modality of the language, and level of linguistic structure. Findings consistent across the studies show age of L1 acquisition to be a determining factor in the success of both L1 and L2 acquisition. Sensory–motor modality shows no gene

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Almagableh, Sami Irsheid Suliman, and Kamariah Yunus. "FACTORS CONTRIBUTING TO THE USE OF CODE-SWITCHING AMONG TEACHERS AND STUDENTS IN THE CLASSROOMS." International Journal of Education, Psychology and Counseling 8, no. 50 (2023): 618–30. http://dx.doi.org/10.35631/ijepc.850044.

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The purpose of this study is to investigate how ESL teachers in Jordan's secondary schools use their mother languages (L1). This study addresses the purpose of L1, the proportion of L1 in courses with lower and higher ability levels, and teachers' views on utilizing L1 as a pedagogical tool to facilitate target language (TL) learning. The study discovered that instructors typically employed students' first languages (L1) when instructing at lower competency levels in order to accommodate their limited language skills and to foster a less frightening learning environment. The study also discove

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WOLTER, BRENT, and JUNKO YAMASHITA. "Processing collocations in a second language: A case of first language activation?" Applied Psycholinguistics 36, no. 5 (2014): 1193–221. http://dx.doi.org/10.1017/s0142716414000113.

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ABSTRACTThis study investigated the possible influence of first language (L1) collocational patterns on second language (L2) collocational processing. A lexical decision task was used to assess whether collocational patterns acceptable in the L1 but not the L2 would still be activated when processing language entirely in the L2. The results revealed no such activation. Furthermore, L2 speakers did not produce accelerated processing for control collocations that were acceptable in the L2 but not the L1. Based on these findings, we put forth some theoretical suggestions regarding recent research

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Ibrayeva, Zh K., K. Zhaksylykkyzy, and G. S. Nabiyeva. "THE INFLUENCE OF FIRST AND SECOND LANGUAGES ON THE THIRD LANGUAGE ACQUISITION (PSYCHOLINGUISTIC ANALYSIS)." Tiltanym 92, no. 4 (2023): 37–44. http://dx.doi.org/10.55491/2411-6076-2023-4-37-44.

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This article presents the results of a pilot experiment, the purpose of which is to study the status of activity of the first (L1) and second languages (L2) of Kazakhstani bilingual students while performing tasks in the target third language (L3). Students of the Al-Farabi Kazakh National University took part in the study. For students from the first experimental group, Kazakh is the native/first language (L1), and Russian is the L2. In contrast, for students of the second group, Russian is the first/native language (L1) and Kazakh, respectively, is the L2. A behavioural research method was u

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Littlewood, William, and Wang Shufang. "The Role of Learners’ First Language in the Foreign Language Classroom." Language Teaching Research Quarterly 31 (November 2022): 174–82. http://dx.doi.org/10.32038/ltrq.2022.31.12.

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An enduring contribution of Richards Sparks’ work has been his exploration of the relationship between a learner’s first language (L1) and a language that he or she learns subsequently (L2). The present paper considers that relationship from the perspective of learners and teachers of a ‘foreign’ language in classroom settings. The paper first sets the broader context by looking briefly at the recently developed concept of ‘translanguaging’ and the more established notion of ‘multilingual competence’. It then moves into the domain of the foreign language classroom. It outlines studies of how m

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MEISEL, JÜRGEN M. "The weaker language in early child bilingualism: Acquiring a first language as a second language?" Applied Psycholinguistics 28, no. 3 (2007): 495–514. http://dx.doi.org/10.1017/s0142716407070270.

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Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the “weaker” language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and balanced bilingual L1 and resembles second language (L2) acquisition. In this article, these claims are put to a test by analyzing “unusual” constructions in WLs, possibly indicating acquisition failure, and by reporting on analyses of the use of French by

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Muhiddinova, Gulchiroy Sadullakizi. "Importance of first language (L1) teaching methodology (Uzbek Language)." Asian Journal of Multidimensional Research 11, no. 12 (2022): 86–90. http://dx.doi.org/10.5958/2278-4853.2022.00361.5.

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Turnbull, Miles, and Katy Arnett. "11. TEACHERS' USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS." Annual Review of Applied Linguistics 22 (March 2002): 204–18. http://dx.doi.org/10.1017/s0267190502000119.

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This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discourse analysis studies examines how much, when, and why FL and SL teachers use the L1 and TL in their pedagogy. The article also presents findings from

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Liando, Nihta Vera Frelly, Devilito Prasetyo Tatipang, and Ceisy Nita Wuntu. "First Language Interfere in EFL Classes: Revealing Students’ Perspectives and Teachers’ Reasons in ELL." REiLA : Journal of Research and Innovation in Language 5, no. 1 (2023): 77–88. http://dx.doi.org/10.31849/reila.v5i1.13183.

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Multilingualism is a common phenomenon among Indonesian students who are proficient in both national and local languages. However, the use of the first language (L1) in English as a Foreign Language (EFL) classrooms has been a subject of ongoing debate. This study explores the use of the first language (L1) in English as a Foreign Language (EFL) classrooms by investigating the perspectives of Indonesian students and teachers’ reasons. The study used a qualitative approach with a in-depth semi-structured interviews conducted with teachers, and questionnaire for the students, convenience samplin

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Grabitz, Clara R., Kate E. Watkins, and Dorothy V. M. Bishop. "Cerebral lateralisation of first and second languages in bilinguals assessed using functional transcranial Doppler ultrasound." Wellcome Open Research 1 (November 15, 2016): 15. http://dx.doi.org/10.12688/wellcomeopenres.9869.1.

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Background: Lateralised representation of language in monolinguals is a well-established finding, but the situation is much less clear when there is more than one language. Studies to date have identified a number of factors that might influence the brain organisation of language in bilinguals. These include proficiency, age of acquisition and exposure to the second language. The question as to whether the cerebral lateralisation of first and second languages are the same or different is as yet unresolved. Methods: We used functional transcranial Doppler sonography (FTCD) to measure cerebral l

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Lebkuecher, Amy L., and Barbara C. Malt. "Second-Language Influence on First-Language Animacy Constraints and Word Order in Korean–English Bilinguals." American Journal of Psychology 134, no. 4 (2021): 385–403. http://dx.doi.org/10.5406/amerjpsyc.134.4.0385.

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Abstract Does second-language (L2) syntactic influence on first-language (L1) reflect long-term changes to L1 syntax or occur only as a result of retrieval difficulties during time-constrained tasks? To evaluate L2 influence on L1 representation of animacy constraints (an element at the syntax–semantics interface) and word order (narrow syntax), we asked Korean–English bilingual speakers to judge sentences for grammaticality under both speeded and unspeeded conditions (Study 1) and to choose the more acceptable sentence of pairs that contained one grammatical and one ungrammatical sentence (St

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Wang, Yuning. "Do First Language, Word Frequency and Input Matter in Bilingual’s Language Acquisition?" Journal of Education and Educational Research 10, no. 2 (2024): 152–57. http://dx.doi.org/10.54097/00pj2b85.

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The acquisition of morphosyntactic features, such as third-person singular (3SG) inflection, is a critical aspect of language development. While much research has focused on monolingual children’s acquisition of 3SG inflection, less is known about how bilingual children navigate this process, particularly those from non-inflectional first language (L1) backgrounds. Furthermore, two well established characteristics found in other bilingual groups: word frequency and L1 transfer are still remain unclear in the acquisition of 3SG inflection in Chinese-English bilingual groups. Addressing these ga

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Clahsen, Harald. "The Comparative Study of First and Second Language Development." Studies in Second Language Acquisition 12, no. 2 (1990): 135–53. http://dx.doi.org/10.1017/s0272263100009050.

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This article discusses the relationship of first language (L1) and second language (L2) acquisition. First, different approaches to comparing L1 and L2 development are summarized. Then, I argue for a particular version of the fundamental difference hypothesis. Finally, I illustrate the hypothesis with some evidence from the acquisition of German syntax. It is claimed that the Universal Grammar (UG) approach provides a theoretical framework to explain differences between L1 and (adult) L2 development. In particular I argue that the observed L1/L2 differences can be accounted for by assuming tha

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Lipka, Orly. "Syntactic awareness skills in English among children who speak Slavic or Chinese languages as a first language and English as a second language." International Journal of Bilingualism 24, no. 2 (2019): 115–28. http://dx.doi.org/10.1177/1367006918812186.

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Aims and objectives/purpose/research questions: The purpose of this study was to examine syntactic awareness skills in English, among two groups of children: native Chinese speakers and native Slavic (L1) speakers. Both groups were second language English (L2) speakers. Their syntactic awareness skills were compared to a matched sample of L1 English speakers. Design/methodology/approach: Eighty-six third grade students participated in the study, matched between language groups on the basis of age and gender, as well as academic achievements and word reading levels. Data and analysis: L1 Englis

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Hu, Hengzhi. "Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning." Arab World English Journal 13, no. 2 (2022): 177–91. http://dx.doi.org/10.24093/awej/vol13no2.12.

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The success of bilingual immersion programmes has promoted the debate about whether learners’ first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms,

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Hadar, Uri, Rivka Dar, and Amit Teitelman. "Gesture during speech in first and second language." Gesture 1, no. 2 (2002): 151–65. http://dx.doi.org/10.1075/gest.1.2.04had.

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Many of the hand-arm gestures that accompany speech — especially wide and complex (‘ideational’) gestures — seem to be associated with speech dysfluencies and, it has been suggested, may facilitate word retrieval. Such facilitation may originate in either semantic or phonological processes. The present study has investigated this issue by looking at ideational gestures in five subjects who had Hebrew as first (L1) and English as second (L2) language. Their performance was monitored during speech in L1 and L2, as well as during a-vista translation from L1 to L2 and vice versa. It has been assum

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Alghazo, Sharif, Khulood Al-Anbar, Abdel Rahman Altakhaineh, and Marwan Jarrah. "First language and second language English editorialists’ use of interactional metadiscourse." Discourse and Interaction 16, no. 2 (2023): 5–28. http://dx.doi.org/10.5817/di2023-2-5.

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This study explores the use of interactional1 metadiscourse by first language (L1) and second language (L2) English editorialists. The study uses Hyland’s (2019) model of metadiscourse to analyse 80 editorials published between 2020 and 2021 in The Guardian and The Jordan Times newspapers (40 from each newspaper). A mixed-method approach – adopting quantitative and qualitative measures – was used to analyse the data. The frequency of interactional metadiscourse resources was statistically examined to find similarities and differences (if any) between the two corpora. The analysis revealed a st

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Surjowati, Ribut, and Heru Siswahjudioko. "FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?" PARADIGM 3, no. 1 (2020): 61. http://dx.doi.org/10.18860/prdg.v3i1.8950.

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<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p&

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Colombo, Laura M. "role of the first language in hybrid foreign language classes: A sin or a tool?" Íkala, Revista de Lenguaje y Cultura 17, no. 3 (2012): 245–62. http://dx.doi.org/10.17533/udea.ikala.11963.

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The use of the first language (L1) in the foreign language classroom has been highly contested in the last decades. This paper discusses the use of L1 in online activities in hybrid lower-level Spanish as a foreign language (SFL) courses, with a focus on threaded discussions about cultural topics. I first discuss the use of L1 in foreign language (FL) teaching. Second, I present Vygotsky's (1978) postulates about learning, and Cole and Engeström's (2001) activity theory. Third, I conduct an activity analysis of the SFL class to further narrow it down to L1 use in the discussion boards. By look

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PHAM, GIANG. "Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children." Bilingualism: Language and Cognition 19, no. 5 (2016): 928–38. http://dx.doi.org/10.1017/s1366728915000899.

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This study examines the strength and direction of lexical-grammatical associations within and between first and second languages (L1 and L2) in a longitudinal sample of sequential bilinguals. Thirty-three children who spoke Vietnamese (L1) and English (L2) completed picture-naming and story-telling tasks in each language at four yearly intervals. Hierarchical linear modeling across Years 1–4 revealed bidirectional within-language associations and a unidirectional cross-language association from the L1 to L2. Results suggest a conditional relationship between languages in which the L1 supports

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Kahng, Jimin. "Explaining second language utterance fluency: Contribution of cognitive fluency and first language utterance fluency." Applied Psycholinguistics 41, no. 2 (2020): 457–80. http://dx.doi.org/10.1017/s0142716420000065.

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AbstractGiven that utterance fluency in a second language (L2) is associated with not only L2 cognitive fluency but also utterance fluency in the first language (L1), the study examined to what extent different measures of L2 utterance fluency can be explained by L2-specific cognitive fluency and/or the corresponding L1 utterance fluency measures. Utterance fluency measures on speed, breakdown, and repair phenomena and cognitive fluency measures including speed of lexical retrieval, syntactic encoding, and articulation were collected in the L1 and the L2 from 44 Chinese learners of English. Th

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KAPALKOVÁ, SVETLANA, KAMILA POLIŠENSKÁ, LENKA MARKOVÁ, and JAMES FENTON. "Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison." Applied Psycholinguistics 37, no. 1 (2015): 145–64. http://dx.doi.org/10.1017/s0142716415000454.

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ABSTRACTThis study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was asse

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Stoehr, Antje, Titia Benders, Janet G. van Hell, and Paula Fikkert. "Second language attainment and first language attrition: The case of VOT in immersed Dutch–German late bilinguals." Second Language Research 33, no. 4 (2017): 483–518. http://dx.doi.org/10.1177/0267658317704261.

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Speech of late bilinguals has frequently been described in terms of cross-linguistic influence (CLI) from the native language (L1) to the second language (L2), but CLI from the L2 to the L1 has received relatively little attention. This article addresses L2 attainment and L1 attrition in voicing systems through measures of voice onset time (VOT) in two groups of Dutch–German late bilinguals in the Netherlands. One group comprises native speakers of Dutch and the other group comprises native speakers of German, and the two groups further differ in their degree of L2 immersion. The L1-German–L2-

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45

Macizo, Pedro, Teresa Bajo, and Daniela Paolieri. "Language switching and language competition." Second Language Research 28, no. 2 (2012): 131–49. http://dx.doi.org/10.1177/0267658311434893.

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This study examined the asymmetrical language switching cost in a word reading task (Experiment 1) and in a categorization task (Experiment 2 and 3). In Experiment 1, Spanish–English bilinguals named words in first language (L1) and second language (L2) in a switching paradigm. They were slower to switch from their weaker L2 to their more dominant L1 than from L1 to L2. In Experiment 2 and 3, high vs. low English proficiency bilinguals decided whether a word visually presented in their L1 or L2 referred to an animate or to an inanimate entity. In this case, bilinguals did not show asymmetrical

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46

Isurin, Ludmila. "Deserted island or a child's first language forgetting." Bilingualism: Language and Cognition 3, no. 2 (2000): 151–66. http://dx.doi.org/10.1017/s1366728900000237.

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The longitudinal study reported in the present paper examines L1 vocabulary decline by a child whose native language input effectively ceased after her immersion into the L2 environment. The subject of the study was a Russian girl adopted by an American family, brought to the USA, and completely isolated from any contact with the Russian-speaking environment. The analysis of the data was based on the results of picture naming tasks and reaction time measurements. Three groups of words showed high vulnerability to forgetting: high frequency words, cognates, and semantically convergent pairs (pa

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47

Baladzhaeva, Liubov, and Batia Laufer. "Is first language attrition possible without second language knowledge?" International Review of Applied Linguistics in Language Teaching 56, no. 2 (2018): 103–36. http://dx.doi.org/10.1515/iral-2016-0066.

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AbstractThe study explores whether Russian immigrants in Israel with no knowledge of Hebrew (L2) can experience attrition of Russian (L1). Immigrants with no knowledge of Hebrew (−Hebrew), bilingual immigrants who know Russian and Hebrew (+Hebrew), and monolingual controls were compared on lexical retrieval, correctness judgment of collocations, future tense formation, confidence in providing answers to two tasks and the time it took to complete them. Both immigrant groups showed signs of L1 attrition of collocations and of future tense formation, and the –Hebrew group performed significantly

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Ikuta, Miki, and Koji Miwa. "Analogical reasoning in first and second languages." PLOS ONE 20, no. 2 (2025): e0318348. https://doi.org/10.1371/journal.pone.0318348.

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This study investigated how linguistic predictors such as word frequencies, the difficulty and creativity of problems, and the category of problems contribute to analogical reasoning in L1 and L2. This study also investigated how different types of similarities (i.e., perceptual and relational similarities) are processed in analogical reasoning. In Experiment 1, Japanese participants were asked to solve 100 multiple-choice A:B::C:D analogy problems (e.g., skeleton: bone:: tornado: wind) in their first language, Japanese (L1). In this experiment, participants also rated the difficulty and creat

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Dmitrieva, Olga, Allard Jongman, and Joan A. Sereno. "The Effect of Instructed Second Language Learning on the Acoustic Properties of First Language Speech." Languages 5, no. 4 (2020): 44. http://dx.doi.org/10.3390/languages5040044.

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This paper reports on a comprehensive phonetic study of American classroom learners of Russian, investigating the influence of the second language (L2) on the first language (L1). Russian and English productions of 20 learners were compared to 18 English monolingual controls focusing on the acoustics of word-initial and word-final voicing. The results demonstrate that learners’ Russian was acoustically different from their English, with shorter voice onset times (VOTs) in [−voice] stops, longer prevoicing in [+voice] stops, more [−voice] stops with short lag VOTs and more [+voice] stops with p

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Gao, Jianwu, and Shuang Ma. "LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING." Studies in Second Language Acquisition 43, no. 2 (2021): 355–78. http://dx.doi.org/10.1017/s0272263120000686.

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AbstractThis study explored the interaction between learning conditions, linguistic complexity, and first language (L1) syntactic transfer in semiartificial grammar learning by conceptually replicating and extending Tagarelli et al. (2016). We changed the L1 background, elicited production data during debriefing, and added a binary mixed-effects logistic regression analysis to compare variability at learner and item levels with group-level variation on exposure condition, linguistic complexity, and their interaction. Our results replicated those of the original study regarding the comparative

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