Languaging in L1 as a Mediating Factor in EFL Listening Skill Enhancement: Private vs. Collaborative Form
Subject Areas : Research in English Language PedagogyMorvarid Lavasani 1 , Farnaz Latif 2 , Amirhosein Rahimi 3
1 - Department of English Language, Yadegar- e- Imam Khomeini (RAH) Shahre Rey Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Yadegar-e- Imam Khomeini (RAH) Shahre Rey Branch, Islamic Azad University, Tehran, Iran
3 - Department of English Language, Yadegar-e- Imam Khomeini (RAH) Shahre Rey Branch, Islamic Azad University, Tehran, Iran
Keywords:
Abstract :
Al-Azzemy, A., F., T., & Al-jamal, D., A. (2019). Evaluating cognitive, metacognitive and social Listening comprehension teaching strategies in Kuwaiti classrooms. Heliyon, 5, 1-16.
Borer, L. (2007). Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP learners. Canadian Modern Language Review, 64, 269- 295.
Brooks, F. B., & Donato, R. (1994). Vygotskian approaches to understanding foreign language
learner discourse during communicative tasks. Hispania, 77, 262–274.
Cao, Z., & Lin, Y. (2020). A study on metacognitive strategy use in listening comprehension by vocational students. English Language Teaching,13, 127- 139.
Centeno-Cortes. B., & Jiménez Jiménez, A. F. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14, 7-35.
Chamot, A. U. (1990). Cognitive instruction in the second language classroom: The role of learning strategies. In J. E. Alatis, (Ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research (pp.496-513). Georgetown University Press.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics (CJAL), 10, 221–40.
DiCamilla, F. J., & Anton, M. (2004). Private speech: A study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics, 14, 36-69.
Donato, R. (1994). Collective scaffolding in second language learning. In J.P. Lantolf, & G. Appel, (Eds.), Vygotskian approaches to second language research (pp. 33-65). Westport: Ablex.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in second language lecture compréhension. RELC Journal, 23(2), 60-80.
Garcia, P. N. (2012). Verbalizing in the second language classroom: The development of the grammatical concept of aspect. Unpublished Ph.D. dissertation. The university of Massachusetts-Amherst.
Garcia, P. N, & Asencion, Y. (2001). Interlanguage development of Spanish learners: Comprehension, production, and interaction. Canadian Modern Language Review, 57, 377- 401.
Ghaedi, R., & Shahrokhi, M. (2016). The impact of visualization and verbalization technique on vocabulary learning of Iranian high school EFL learners: A gender perception. Ampersand, 3, 32-42.
Harun, H., Massari, N., & Behak, F. P. (2014). Use of L1 as a mediational tool for understanding
tense/ aspect marking in English: An application of concept-based Instruction. Procedia- Social and Behavioral Sciences, 134 (2014), 134-139.
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. Modern Language Journal, 92, 114-130.
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20, 23-49.
Lavasani, M., & Birjandi, P. (2015). The role of verbalization in listening conceptual formation
among Iranian EFL learners: ASTI perspective. Iranian Journal of Applied Linguistics, 18(1), 95-126.
Macaro, E., Graham,S., &Vanderplank,R. (2007) A review of listening strategies: Focus on sources of knowledge and on success. In A. Cohen, & E. Macaro, (Eds.), Thirty Years of Research and Practice (pp. 165-185). Oxford: Oxford University Press.
Navidinia, H., Khoshhal, M., & Mobaraki, M. (2020). Exploring the effectiveness of using L1 in teaching grammar to English as a foreign language learner. The Asian Journal of English Language and Pedagogy, 8, 31-40.
Negueruela, E. (2003). A sociocultural approach to the teaching and learning of second languages: Systemic-theoretical instruction and L2 development. Ph.D. dissertation, The Pennsylvania State University. University Park,PA.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publishers.
Rost, M. (2002). Teaching and researching listening. London: Pearson Education.
Saks, K., & Leijen, A. (2018). Cognitive and metacognitive strategies as predictors of language learning outcomes. PSIHOLOGIJA, 51, 1-17.
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M.P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp.157-177). Clevedon, England: Multilingual Matters.