L1 use in pre-task planning by child EFL learners

Marina Galdeano Chasco, María del Pilar García Mayo
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Abstract

An important issue in studies on pre-task planning (PTP) is the language used by the participants, but only recently have researchers paid attention to this topic, with no study focusing on children. This study investigated whether the use of L1 or the L2 in PTP would have a different impact on children’s use of the third-person singular morpheme -s. Eighteen 11–12 year-old EFL children with elementary proficiency level worked on a dictogloss task in pairs. They were divided into an L1 PTP group, an L2 PTP group and a control group. The findings revealed that participants did focus their attention on the form of the L2 during the dictogloss stage but very little attention was paid to the target structure -s. However, the L1 PTP pairs produced more turns focused on L2 form and more LREs than the L2 PTP pairs during the PTP stage, which indicates that L1 use allowed these children to discuss problematic formal issues of the L2.
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儿童英语学习者在任务前规划中使用 L1
任务前规划(PTP)研究中的一个重要问题是参与者所使用的语言,但直到最近研究人员才开始关注这一话题,而且还没有研究关注儿童。本研究调查了在 PTP 中使用 L1 或 L2 是否会对儿童使用第三人称单数词素 -s 产生不同的影响。18 名 11-12 岁、具有初级英语水平的 EFL 儿童以两人一组的方式完成了一项听写任务。他们被分为 L1 PTP 组、L2 PTP 组和对照组。研究结果表明,在听写阶段,被试确实将注意力集中在了 L2 的形式上,但对目标结构 -s 的注意力却很少。然而,在 PTP 阶段,L1 PTP 对比 L2 PTP 对产生了更多关注 L2 形式的回合和更多的 LRE,这表明 L1 的使用允许这些儿童讨论 L2 的形式问题。
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