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An exploration into the effects of L1 explanatory notes on L2 oral production: liberation of the mind or shackles of dependency?

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dc.contributor.supervisor Kouritzin, Sandra (Curriculum, Teaching, and Learning) en_US
dc.contributor.author Carter, Kevin
dc.date.accessioned 2012-03-19T18:36:14Z
dc.date.available 2012-03-19T18:36:14Z
dc.date.issued 2012-03-19
dc.identifier.uri http://hdl.handle.net/1993/5197
dc.description.abstract Based on the premise that novice EAL learners have limited working memory resources to comprehend academic text, L1 explanatory notes were seen as a possible instrument to use in decreasing the cognitive demands of reading and increase the available working memory resources available for discussions. The hypotheses of this study were largely unsupported but from the data emerged a new hypothesis for second language acquisition; The Formality Hypothesis. This hypothesis posits that the presence or absence of the L1 signals various levels of formality in the learning task. Isolation of the L2 may therefore signal high levels of formality leading to the development of learners’ CALP (Cummins, 1979) whereas incorporation of the L1 into L2 input signals lower levels of formality leading to the development of learners’ BICS (Cummins, 1979). en_US
dc.subject Language en_US
dc.subject ESL en_US
dc.subject Instruction en_US
dc.subject EAL en_US
dc.subject SLA en_US
dc.subject L1 en_US
dc.title An exploration into the effects of L1 explanatory notes on L2 oral production: liberation of the mind or shackles of dependency? en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Li, Yi (Curriculum, Teaching, and Learning) Young, Jon (Educational Administration, Foundations and Psychology) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note May 2012 en_US


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