Ketika siswa berbagi sama bahasa pe

Ketika siswa berbagi sama bahasa pertama (L1), seperti dalam kebanyakan kasus dari Pengaturan EFL, ada masalah menggunakan L1 dalam pembicaraan mereka. Dalam sebuah studi pada Proses penyusunan L2, Wang dan Wen (2002) menemukan bahwa EFL pelajar Cina,ketika diminta untuk menulis keras pada dua tugas, memiliki baik L1 dan L2 mereka di pembuangan mereka. Tarone dan Swain (1995) mengemukakan kasus perendaman siswa yang menghindari menggunakan L2 di kelas karena mereka pindah ke yang lebih tinggi tingkatan kelas primer, terutama ketika bercakap-cakap dengan satu sama lain. Lebih Lanjut,Carless (2004) dan Carless dan Gordon (1997) melaporkan beberapa kekhawatiran dari guru di Hong Kong sementara menerapkan bahasa berbasis tugas mengajar tentang penggunaan pelajar dari L1 daripada L2. Storch dan Aldosari(2010) melaporkan penggunaan siswa L1 terutama untuk tujuan manajemen tugas dan fasilitasi kosakata dan De la Colina dan Mayo (2009) menunjukkan pentingnya L1 sebagai sarana belajar.

Hasil (Inggris) 1:

When students share the same first language (L1), as in most cases of EFL Settings, there is a problem using L1 in their talk. In a study on the process of preparation of L2, Wang and Wen (2002) found that Chinese learners, EFL when asked to write hard on two tasks, have both L1 and L2 them at their disposal. Tarone and Swain (1995) argued the case of immersion students who avoid using the L2 in the classroom as they move to higher grade levels primary, especially when conversing with each other. Further, Carless (2004) and Carless and Gordon (1997) reported some concerns from teachers in Hong Kong while applying task-based language teaching students about the use of L1 than L2. Storch and Aldosari (2010) reported the use of L1 students especially for the purpose of management tasks and vocabulary and facilitation De la Colina and Mayo (2009) shows the importance of the L1 as a learning tool.

Hasil (Inggris) 2:

When students share the same first language (L1), as in most cases of EFL settings, there is no problem using the L1 in their talks. In a study on the compilation process of L2, Wang and Wen (2002) found that Chinese EFL learners, when asked to write hard on two tasks, both L1 and L2 have them at their disposal. Tarone and Swain (1995) put forward the case of immersion students who avoid using L2 in the classroom as they move to higher primary grade levels, especially when conversing with each other. More, Carless (2004) and Carless and Gordon (1997) reported some concerns from teachers in Hong Kong while implementing task-based language teaching students about the use of L1 instead of L2. Storch and Aldosari (2010) reported the use of L1 students primarily for the purpose of facilitating the management tasks and vocabulary and De la Colina and Mayo (2009) showed the importance of L1 as a learning tool.