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Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool
10 references·16 citing·31 second hop
Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool (2009)Oral interaction in task-based EFL learni…Is There a Role for the Use of the L1 in an L2 Setting? (2003)Is There a Role for the Use o…11. TEACHERS' USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS (2002)11. TEACHERS' USES OF THE TAR…Task-based second language learning: the uses of the first language (2000)Task-based second language le…Activating the ZPD: Mutual Scaffolding in L2 Peer Revision (2000)Activating the ZPD: Mutual Sc…Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom (1999)Socio‐Cognitive Functions of …Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior (1996)Peer revision in the L2 class…Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks (1994)Vygotskyan Approaches to Unde…Second Language Discourse: A Vygotskyan Perspective (1985)Second Language Discourse: A …Language Transfer in Language Learning (1985)Language Transfer in Language…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…The Cambridge Handbook of Task-Based Language Teaching (2021)The Cambridge Handbook of Tas…Foundational Principles ofTask-Based Language Teaching (2021)Foundational Principles ofTas…Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school (2019)Task repetition and the publi…Child task-supported interaction in the Spanish EFL setting. Research and challenges (2018)Child task-supported interact…Task repetition effects on L1 use in EFL child task-based interaction (2016)Task repetition effects on L1…Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study (2016)Task repetition and its impac…Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task (2015)Triads in the L2 classroom: I…Researching CLIL and TBLT interfaces (2015)Researching CLIL and TBLT int…Investigating negotiation of meaning in EFL children with very low levels of proficiency (2015)Investigating negotiation of …Task-modality and L1 use in EFL oral interaction (2014)Task-modality and L1 use in E…A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms (2014)A Comparison of L2-L2 and L2-…Trends in Language Acquisition Research (2013)Trends in Language Acquisitio…An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom (2013)An Emergent Perspective on th…The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective (2012)The Use of Mother Tongue in F…Functions of L1 in the collaborative interaction of beginning and advanced second language learners (2012)Functions of L1 in the collab…Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010)Peer interaction in the forei…Thought and language (1962)Vygotskian Approaches to Second Language Research (1994)Second language learning as a mediated process (2000)Training students to become successful peer reviewers (2005)Own-language use in language teaching and learning (2012)Learners’ use of first language (Arabic) in pair work in an EFL class (2010)Pairing learners in pair work activity (2012)Sociocultural Theory and Second Language Learning (2013)Task-based language teaching theory and practice (2020)Qualitative Analysis for Social Scientists (1987)Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation (1998)Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds? (2006)Three functions of output in second language learning (1995)Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools (2004)SOCIOCULTURAL THEORY AND L2: State of the Art (2006)Maturational Constraints on Language Development (1990)Cross-language transfer of phonological awareness. (1993)Sequencing in SLA (1996)Negotiation of meaning and codeswitching in online tandems (2003)Focus-on-form through collaborative scaffolding in expert-to-novice online interaction (2008)Using pretask modelling to encourage collaborative learning opportunities (2011)The Discourse of a Learner‐Centered Classroom: Sociocultural Perspectives on Teacher‐Learner Interaction in the Second‐Language Classroom (1999)How collaborative is pair work? ESL tertiary students composing in pairs (2001)Artifacts and cultures-of-use in intercultural communication (2003)Reflecting on the Cognitive–Social Debate in Second Language Acquisition (2007)Sociocultural theory and second language acquisition (2009)Why that, in that language, right now? Code-switching and pedagogical focus (2005)Classroom code-switching: three decades of research (2013)Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2016)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1985Language Transfer in Language Learning727 cited
  • 2000Task-based second language learning: the uses of the first language717 cited
  • 2000Activating the ZPD: Mutual Scaffolding in L2 Peer Revision485 cited
  • 1996Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior465 cited
  • 2003Is There a Role for the Use of the L1 in an L2 Setting?396 cited
  • 1999Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom329 cited
  • 1994Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks323 cited
  • 1985Second Language Discourse: A Vygotskyan Perspective300 cited
  • 200211. TEACHERS' USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS270 cited

Cited by

  • 2016Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study165 cited
  • 2016Task repetition effects on L1 use in EFL child task-based interaction158 cited
  • 2010Peer interaction in the foreign language classroom: what factors foster a focus on form?144 cited
  • 2021The Cambridge Handbook of Task-Based Language Teaching

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128 cited
  • 2018Child task-supported interaction in the Spanish EFL setting. Research and challenges120 cited
  • 2015Researching CLIL and TBLT interfaces118 cited
  • 2012Functions of L1 in the collaborative interaction of beginning and advanced second language learners117 cited
  • 2013An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom105 cited
  • 2021Foundational Principles ofTask-Based Language Teaching104 cited
  • 2013Trends in Language Acquisition Research96 cited
  • 2015Investigating negotiation of meaning in EFL children with very low levels of proficiency80 cited
  • 2014Task-modality and L1 use in EFL oral interaction79 cited
  • 2014A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms71 cited
  • 2015Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task59 cited
  • 2019Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school55 cited
  • 2012The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective55 cited