This study explores to what extent and for which purposes children in an english as a foreign language (efl) setting use their shared l1 (spanish). Our findings showed a significant decrease in l1 use when learners repeated the task in the two conditions but a minor effect of task repetition on the functions the l1 served. This article analyses l1 use and the functions it served during the oral interaction of 44 efl spanish learners while they completed four collaborative tasks:
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Recent research has also shown that pairing method has an impact on the nature of peer interaction. Furthermore it also considers how task. This study explores to what extent and for which purposes children in an english as a foreign language (efl) setting use their shared l1 (spanish).
This study explores to what extent and for which purposes children in an english as a foreign language (efl) setting use their shared l1 (spanish).
Ks might promote more language learning than oral communicative tasks. The present study focuses on the impact of task modality and pair formation method on interactional patterns and lres in young efl learners’ collaborative interaction. However, no research on these topics has been carried out with young. The authors also investigated the impact of task type on l1 use and found that most participants (except for two of the pairs) kept their use of the l1 to a minimum.
