Using L1 knowledge about language during L2 error correction: do students make cross-linguistic connections?

Abstract

The role of L1 knowledge about language (L1KAL) in L2 teaching/learning has received little research attention despite its potential importance. In this study, 9 primary (aged 11) and 16 secondary (aged 15) school francophones working in dyads edited an English paragraph containing 19 errors whilst justifying each change. Their discussions were analysed for cross-linguistic connections (CLCs), operationalised as justifications including L1KAL. The research objectives were to understand whether (a) students accessed their L1KAL, (b) L1KAL was accessed in different ways (with a rule AND demonstration of use of L1KAL; with a rule WITHOUT demonstration of use of L1KAL; with no rule) and (c) there was a relationship between CLCs and accuracy. Results demonstrated students rarely made CLCs. When they did, including a verbalised rule was infrequent. Furthermore, they infrequently demonstrated they knew they were using L1KAL, which can result in errors when the L1 system differs from the L2’s. Accuracy was highest when CLCs included rules and demonstration of use of L1KAL. These findings demonstrate the need to train students to reflect across languages as part of cross-linguistic activities, which should include awareness-raising to help students question when and how to use their L1KAL.

Keywords:

• Cross-linguistic connections
• metalinguistic reflections
• L1 knowledge about language
• collaborative error correction
• grammar rules
• English as a Second Language

Acknowledgements

We would like to thank the Social Sciences and Humanities Research Council for their funding and support. We thank the teachers and students who participated in this project and the research assistants who worked with us at all stages of the project.

Notes

1 It is outside the scope of this paper to discuss pedagogies interested in incorporating the languages present in the classroom into the teaching of the school language. This paper will restrict its interest to the teaching of an L1 and an L2 within a given school setting with a focus on the role of learner knowledge about the L1 in the learning of an L2.

2 The study did not investigate a cause and effect relationship between L1KAL and performance. Thus, on the performance tasks, it is not known whether aware learners used this knowledge to respond more accurately (or whether this knowledge was created during the interview; or existed without being accessed during the tasks). As such, it is not possible to know whether the specific knowledge about L1 and L2 question formation led to better performance.

Additional information

Notes on contributors

Philippa Bell

Philippa Bell is an associate professor in the department of language education. One of her research interests explores the acquisition of L2 grammar, which includes a focus on understanding how students use their L1 knowledge about language to help develop their L2 grammar.

Véronique Fortier

Véronique Fortier is an associate professor in the department of language education. One of her research interests is to further understanding about metalinguistic awareness in second language classrooms through exploring different types of awareness and their relationships to accuracy.

Isabelle Gauvin

Isabelle Gauvin is an associate professor in the department of language education. Her research interests focus on the teaching and learning of L1 grammar in linguistically homogenous and heterogeneous contexts, and the relationship between the teaching and learning of grammar in the L1 and the L2 classroom.