L1 Use in L2 Vocabulary Learning: Facilitator or Barrier

Jing Liu

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Subtitles and Audiovisual Media

Abstract

teaching. The results show that, during L2 vocabulary teaching process, the proper application of L1 can effectively facilitate the memorization of new words, and the bilingual method (both English explanation and Chinese translation) is welcomed by most subjects. Therefore, the use L1 as a means of semantization or as a tool for checking and validating L2 learners’ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.

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References

1990Vocabulary : description, acquisition and pedagogy 1989Vocabulary and language teaching 1996Vocabulary Learning Strategies and Language Learning Outcomes 2000Lexical representation and development in a second language 1988Second Language Vocabulary Acquisition 2016Crosslinguistic Influence in Second Language Acquisition 1999LEXICAL PROCESSING STRATEGY USE AND VOCABULARY LEARNING THROUGH READING 2004Semantic Transfer and Its Implications for Vocabulary Teaching in a Second Language

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2018Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers 2013Advanced Low Language Proficiency–An Achievable Goal?

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