Acceso usuarios
Philippa Bell, Véronique Fortier, Isabelle Gauvin
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.
