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In:Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 41–66

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Chapter 2
The role of L1 use by high-proficiency learners in L2 vocabulary development

A quasi-experimental study of L1 languaging

 | Universidad Andres Bello
 | The Mayflower School
Published online: 14 August 2020
DOI logo with link
https://doi.org/10.1075/lllt.55.02sat
Abstract
This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.
Article outline
  • Introduction
  • Literature review
    • L1 use and L2 learning
    • Vocabulary development in interaction
  • The study
    • Context and participants
    • Data collection
    • Collaborative writing tasks
    • Vocabulary knowledge scale
    • Data analysis
    • L1 functions
    • L1 languaging
    • Vocabulary development and L1 languaging
  • Results
    • Overview: L1 use and functions
    • L1 languaging
    • Vocabulary development
    • L1 languaging and vocabulary development
  • Discussion
    • L1 use and collaborative writing
    • L1 languaging by high-proficiency learners
    • L1 languaging and vocabulary development
  • Conclusion and pedagogical implications
  • References
  • Appendix
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This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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