Fibra de aramida

The use of the first language (L1) has been a controversial issue within L2 learning. In general, teachers tend to discourage use of L1 in the language classroom on the assumption that it will have harmful consequences for L2 learning and to be reluctant to use pair or group work in their lessons in case pairs or groups use shared L1. In

particular, in the foreign language context where learners have fewer opportunities to use, and are less exposed to the target language outside the classroom, learners who share the same L1 tend to use L1 to manage the task process and to discuss linguistic problems efficiently. Research findings based on sociocultural perspectives (e.g. Anton and DiCamilla, 1998; Brooks and Donato, 1994; Storch and Wigglesworth, 2003) suggest that L1 as a cognitive tool can mediate the learning of another language in the extended scope of sociocultural theory: the use of L1 may be a useful tool, actually essential to make sense of the L2 learning process.

Brooks and Donato (1994) analysed the dialogue of eight pairs of third-year high school students of Spanish as a foreign language during classroom tasks. Although these researchers did not focus only on the use of L1, they observed that learners used their L1 to talk about their L2 use, to establish a joint understanding of what the task was about and to formulate the learners’ task goals. They argue that its use is ‘a normal psycholinguistic process that facilitates L2 production and allows the learners both to initiate and sustain verbal interaction with one another’ (p.268).

A study conducted by Anton and DiCamilla (1998) illustrates the valuable role that interaction among learners in the same L1 can play in the collaborative performance of tasks in the L2 classroom. The researchers investigated the talk of five dyads working collaboratively on writing tasks when learning Spanish as an L2 and their analysis of the functions of L1 use identified two functions: interpsychological functions and intrapsychological functions of L1 use. The former was seen as a social and cognitive function and the latter was found as a form of private speech. As a social function, learners used L1 to mutually define a range of aspects in their task and to develop a shared perspective of the task, i.e. intersubjectivity. On a cognitive level, learners used L1 to complete the task by constructing effective collaborative dialogue and providing each other with scaffolded help. In order to construct collective scaffolding, which is identified by Donato (1994), the use of L1 plays the role of mediating device and helps learners to scaffold through interaction. Finally, learners used L1 to direct their own thinking about linguistic and other issues through private speech, which was an externalised form of their inner reflections or speech. Thus Anton and Dicamilla argue that through these functions, L1 use enables learners to engage in collaborative activities and then creates opportunities for L2 learning.

Swain and Lapkin (2000) examined the use of L1 in a study of pair work in grade eight French immersion classes. One class worked on a dictogloss task and the other did a

jigsaw task in pairs. Three main functions for L1 were identified. The L1 was used to move the task along, i.e., managing task completion, to focus attention on vocabulary and grammatical items, and for interpersonal interaction. Based on these findings, Swain and Lapkin argue that L1 use had critical cognitive and social functions and may facilitate L2 learning for low-proficiency learners and on complex tasks like the

dictogloss task and, thus, should not be prohibited.

More recently, Storch and Aldosari (2010) investigated the effect on L2 proficiency levels and task type on the amount of L1 used by EFL learners in Saudi Arabia. The finding was that learners used their L1 modestly. The amount of L1 was more related to task type rather than learners’ proficiency levels. Learners mainly used L1 for

managing tasks and facilitating deliberations over vocabulary.

Based upon these findings, researchers who have investigated the use of L1 agree that it plays a key role in L2 learning. As Brooks and Donato (1994) point out, researchers are not encouraging the use of L1 during L2 interaction, but urge teachers not to stifle the use of L1 which has a psychological function in initiating and sustaining verbal interaction. If the use is inhibited, it is potentially harmful to the language learning process ‘because it discourages the employment of a critical psychological tool that is essential for collaboration’ (De Guerrero and Villamil, 2000, p.64). Therefore, it is logical that the use of L1 plays an important role in helping learners to mediate each other and to learn other language.

2.4.4. Summary

In this section 2.3, the reviews lay the ground for the theoretical rationale for the research question that guides this study: namely, how does pair work influence language learning in English as a foreign language (EFL) lessons. Sociocultural perspectives establish learning as a fundamentally social experience and thus provide

a rationale for the use of interaction in the classroom. In particular, the extended

concept of ZPD provides the rationale that learners working in groups or pairs with little or no expert guidance can provide scaffolded assistance conducive to learning.

Furthermore, from this perspective verbalising of own thinking is regarded as a cognitive tool that mediates development as well as the processes it reflects. That is, learners can refine their linguistic knowledge or understand a phenomenon using language to mediate their thinking. Therefore, it gives a rationale to an emphasis on peer talk in group or pair work.

Another way to facilitate peer talk is by using the learners’ native language. Within sociocultural perspectives, researchers have proposed that the use of L1 plays a mediating role, enabling learners to complete a task more effectively by constructing mutual scaffolded help, by maintaining dialogue with their peers and by externalising their thoughts (e.g. Anton and DiCamilla, 1998; Villamil and de Guerrero, 1998). In other words, L1 can serve a range of important functions that facilitate language

learning and task completion. For these reasons, these authors suggest that the use of the L1 should not be prohibited in EFL contexts where learners share the first

language, but neither should it be actively encouraged because it may substitute for the target language, rather than support it (Swain and Lapkin, 2000).

2.5.

Issues in Peer Interaction Research

The above review of studies that have adopted sociocultural perspectives to research on peer interaction highlights the possibility of learning through peer interaction. However, there are some issues in the field of peer interaction that require additional investigation. Many SLA studies investigating the effects of peer interaction on language learning have focused on how aspects of the context affect peer interaction

and further language learning. A variety of factors, such as the type of peer interaction, time and L2 proficiency differences and so on, can be considered to facilitate learning through peer interaction and can all intersect to influence effective peer interaction and language learning. The following sections will discuss these contexts that affect and promote peer interaction and studies that inform the contexts in greater depth.