The Role of L1 and L2 in an L3-speaking Class
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This study explored how a Chinese college student who previously had not reached a threshold level of Korean proficiency used L1 (Chinese) and L2 (English) as a tool to socialize into Korean (L3) culture of learning over the course of study. From a perspective of language socialization, this study examined the cross-linguistic influence of L1 and L2 on the L3 acquisition process by tracing an approach to language learning and practices taken by the Chinese student as a case study. Data were collected through three methods; interview protocols, various types of written texts, and observations. The results showed that the student used English as a means to negotiate difficulties and expertise by empowering her L2 exposure during the classroom practices. Her ways of using L2 in oral practices could be characterized as the ‘Inverse U-shape’ pattern, under which she increased L2 exposure at the early stage of the study and shifted the intermediate language to L3 at the later stage of the study. When it comes to the language use in written practices, the sequence of “L2-L1-L3” use gradually changed to the “L2-L3” sequence over time, signifying the importance of interaction between L2 and L3. However, the use of her native language (L1) in a Korean-speaking classroom was limited to a certain aspect of literacy practices (i.e., vocabulary learning or translation). This study argues for L2 communication channel in cross-cultural classrooms as a key factor to determine sustainable learning growth.
Abstract
This study explored how a Chinese college student who previously had not reached a threshold level of Korean proficiency used L1 (Chinese) and L2 (English) as a tool to socialize into Korean (L3) culture of learning over the course of study. From a perspective of language socialization, this study examined the cross-linguistic influence of L1 and L2 on the L3 acquisition process by tracing an approach to language learning and practices taken by the Chinese student as a case study. Data were collected through three methods; interview protocols, various types of written texts, and observations. The results showed that the student used English as a means to negotiate difficulties and expertise by empowering her L2 exposure during the classroom practices. Her ways of using L2 in oral practices could be characterized as the ‘Inverse U-shape’ pattern, under which she increased L2 exposure at the early stage of the study and shifted the intermediate language to L3 at the later stage of the study. When it comes to the language use in written practices, the sequence of “L2-L1-L3” use gradually changed to the “L2-L3” sequence over time, signifying the importance of interaction between L2 and L3. However, the use of her native language (L1) in a Korean-speaking classroom was limited to a certain aspect of literacy practices (i.e., vocabulary learning or translation). This study argues for L2 communication channel in cross-cultural classrooms as a key factor to determine sustainable learning growth.
참고문헌 (31)
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