A Sociocultural Perspective on the Role of L1 in L2 Learning: A Comparative Analysis of Two L2 Studies

Abstract

Whether the first language (L1) could be used or not is a controversial issue in Second language Acquisition (SLA). It has long been held that language learners should avoid use their L1 when learning L1.However, in this article, I argue that under Vygotsky's sociocultural theory, L1 may play a beneficial role in L2 learning by comparing two empirical studies. Both studies based on the sociocultural theory provide useful evidence of L1 use as a mediation tool in SLA. Parkville argued that learners used their L1 as a mediating tool when they performed complex tasks. Marta and Dicamilla also emphasized that the L1 use was found to serve a critical function in students' attempts to mutually define various elements of their task. The cognitive functions the L1 served are discussed in both studies. By applying the method of discourse analysis, Parkville believed that her study in the laboratory context did not demonstrate that the L1 was more useful than the L2. While Marta and Frederick illustrated that the meditational value of L1 and L2 were different in learners with different levels. Furthermore, Parkville argued that the use of L1 may assist learners "to gain control of the task" (Brook&Donato, 1994, p.271) [8] and work with the task at a higher cognitive level. L1 can also help learners to define the unknown words successfully. In conclusion, regardless of the differences in the two studies, the L1 use in L2 has a lot of useful functions under the socio-cultural theory.