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The use of first language(s) (L1) in the language
classroom has often been at the centre of
methodological debate, giving rise to a number of
differing views. To date, this discussion has been
focused largely on the aspect of teacher language
choice, with only limited studies concerning the
student s use of L1. This book aims to explore the
learner s representations of strategic L1 use in the
foreign language classroom. The research study seeks
to understand whether learners attribute positive or
negative roles to the L1 in the language learning
process, and investigates this within two language
populations (French and Australian). The findings
highlight that learners are able to differentiate
between the help that the L1 provides in
comprehending aspects of the foreign language, and
the hindrance that it causes to L2 exposure,
suggesting that learners are more aware of the
benefits and pitfalls of L1 use in the language
classroom than as portrayed through previous
studies. From these findings, it is suggested that
representations of learners regarding strategic L1
use should become a focus for further research.
classroom has often been at the centre of
methodological debate, giving rise to a number of
differing views. To date, this discussion has been
focused largely on the aspect of teacher language
choice, with only limited studies concerning the
student s use of L1. This book aims to explore the
learner s representations of strategic L1 use in the
foreign language classroom. The research study seeks
to understand whether learners attribute positive or
negative roles to the L1 in the language learning
process, and investigates this within two language
populations (French and Australian). The findings
highlight that learners are able to differentiate
between the help that the L1 provides in
comprehending aspects of the foreign language, and
the hindrance that it causes to L2 exposure,
suggesting that learners are more aware of the
benefits and pitfalls of L1 use in the language
classroom than as portrayed through previous
studies. From these findings, it is suggested that
representations of learners regarding strategic L1
use should become a focus for further research.