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dc.contributor.authorTsagari, Dina
dc.contributor.authorGiannikas, Christina
dc.date.accessioned2019-05-03T10:10:48Z
dc.date.accessioned2019-05-06T08:40:36Z
dc.date.available2019-05-03T10:10:48Z
dc.date.available2019-05-06T08:40:36Z
dc.date.issued2018-09-01
dc.identifier.citationTsagari D, Giannikas. Re-evaluating the use of L1 in the Second Language Classroom: students vs. teachers. Applied Linguistics Review. 2018en
dc.identifier.issn1868-6311
dc.identifier.issn1868-6303
dc.identifier.issn1868-6311
dc.identifier.urihttps://hdl.handle.net/10642/6997
dc.description.abstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.en
dc.language.isoenen
dc.publisherDe Gruyteren
dc.relation.ispartofseriesApplied Linguistics Review;
dc.subjectL1/L2 useen
dc.subjectAdvanced language learnersen
dc.subjectQuestionnairesen
dc.subjectClassroom observationsen
dc.titleRe-evaluating the use of L1 in the Second Language Classroom: students vs. teachersen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-05-03T10:10:48Z
dc.description.versionpublishedVersionen
dc.identifier.doihttp://dx.doi.org/10.1515/applirev-2017-0104
dc.identifier.cristin1557994
dc.source.journalApplied Linguistics Review


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