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Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
Author(s) -
Antón Marta,
Dicamilla Frederick J.
Publication year - 1999
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/0026-7902.00018
Subject(s) - intersubjectivity , task (project management) , psychology , function (biology) , cognition , process (computing) , cognitive science , linguistics , cognitive psychology , computer science , sociology , neuroscience , social science , philosophy , management , evolutionary biology , economics , biology , operating system
This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a psychological tool that mediates human mental activity on the external (interpsychological) and the internal (intrapsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms achieve these functions.