Abstract
This study examined the differential effects of teachers' first language (L1) use and second language (L2)‐only explanations onChinese‐speaking adults' acquisition of concrete and abstractEnglish words. A quasi‐experimental research design was used, in which 50 participants were assigned to anL1‐use condition, 50 participants were assigned to anL2‐only use condition, and another 48 participants served as a comparison group. Assessed with a pre‐test, immediate post‐test, and delayed post‐test, each group's knowledge of the target words was compared with that of the other groups over time. The results suggest that teachers'L1 use, compared toL2‐only explanations, might lead to greater vocabulary gains in immediate and delayed recall. Possible explanations for these findings are proposed.
Published Version
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