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Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance

Gánem-Gutiérrez, Gabriela Adela and Roehr, Karen (2011) 'Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance.' International Journal of Applied Linguistics, 21 (3). pp. 297-318. ISSN 0802-6106

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This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university-level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form-focused task was investigated. The analysis reveals the importance of L1 and metalanguage as problem-solving tools, while discourse markers appear to be valuable devices to structure and organize thought. The findings support the Vygotskian view regarding the social origins of individual cognition and provide further evidence of the pedagogical value of metalanguage and use of L1 to enable L2 learners to explore form-meaning relationships and overcome specific language difficulties during task performance. © 2011 Blackwell Publishing Ltd.

Item Type: Article
Uncontrolled Keywords: teaching of language; teaching approaches; form-focused teaching approach; Spanish language learning; speakers; English language (Modern); discourse marker; metalanguage; first language
Subjects: P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Social Sciences
Faculty of Social Sciences > Language and Linguistics, Department of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 29 Jul 2011 10:37
Last Modified: 03 May 2022 06:28

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