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1、A Critical Review of the Role of?L1 Use in L2 classroom【Abstract】Inthispaper，acriticalandcomparativereviewofextensiveresearchofsecondlanguageacquisitiononL1useinL2classroomispresented.Theultimateaimistosynthesizeempiricallyandtheoreticallysounddatatoraisepractitionersandpolicymakersawarenessoftheirp
2、racticeofL1use.Coupledwiththeliteraryevidence，itisarguedthatneitherL2onlynorL1mediationclassroomisfavourable.EFLteachersshouldprioritizethecontextandlearnersandthenprovidesufficientunderpinningsfortheirdecision.【Keywords】Criticalreview;L1use;L2classroom;EFLteacher【作者簡介】周雅玲1994.09-，女，四川大学锦江学院外国语学院，大学
3、英语老师，研究方向：第二语言习得。1.IntroductionAtthebeginningofthetwentiethcentury，thedominantpedagogyremaineddeterminatelymonolingual.Yet，codeswitchingcouldstillbewidelyobservedinELTclassroomdiscourse，andresearcherslaterdemonstratecode-switchingasapositivecommunicativeandpedagogicalstrategyforlanguagelearningSert，
4、2020.DuetoL1scontentiousroleinL2classroom，acriticalreviewoftheliteratureisexigenttoprovidecriticalandpedagogicalreferencesforEFLshareholders.2.ThenegativeviewofL1useTheformulationoftheprinciplesforthemonolingualclassroomin1961aswellastheemergencyoftheDirectMethodmadeL2becometheunderlyingtenetformost
5、EFLteachers，whichareconsideredasareflectionofBritishcolonialandneo-colonialpoliciesratherthanfor“pedagogicaleffectivenessAuevrach，1993，pp.13-14.Simons2020，p.314“classroompoliticscriticizedthehegemonyandimperialismcontrolfromnative-speakerismandculturismandencouragedculturalandlinguisticdiversity.Whe
6、rasmonolingualapproachasanunchallengednormistakenforgrantedCook，2020.Tonameonlyafewasanexample，HongKongfundamentalschoolcurriculumGuide2020，citedinPemberton2020：“teachersshouldteachEnglishthroughEnglishandencouragelearnerstointeractwithoneanotherinEnglish.Onthisbasis，eventhoughsometeachersagreetoL1u
7、se，theyhavetosticktothemethodologicalprescription.Admittedly，SLAtheorieselaborateonL2onlyideology.Inthe1950s，behaviouristlearningtheorysuggestedthatL1habitswouldinterveneL2learning.ThenegativeinfluenceofL1wasprominent，aspointedbyCorder1981，p.1that“errorandimpedimentforL2learningmainlyresultfromthein
8、terferenceofL1.Thereby，LadoscontrastiveanalysisCAemergedtoovercomeL1interferencebyfocusingondifferentstructuresbetweenlanguagesMitchell，MylesMarsden，2020.BehaviourismwaslaterchallengedbyChomskysgenerativeviewoflanguagelearningthatlanguageacquisitiondeviceLADensureslanguagelearningratherthanlinguisti
9、cenvironmentibid.Additionally，thecriticismofCAprovedthattheL1interferenceerrorhadnotoccurredaspredicted，implyingthepossiblepositivetransfer.Nevertheless，DulayandBurtcitedinDu2020，p.17adoptedanewterm“generalprocessingstrategiesattributingfactorslikemotivation，anxietyandlearnersenvironmenttotheimpedim
10、ent，whichdeclaredthatL2acquisitionprocessissimilartoL1acquisition.Accordingly，itisagreedthatL2shouldfollowtheL1learningprocessratherthanbyvirtueofL1，i.e.，maximizingthetargetlanguageinput.ThesamepointhasbeenmadebyKrashensinputhypothesisthatL2acquisitionwouldonlyberealizedwherthereiscomprehensibleinpu
11、ti.e.inputisbeyondthecurrentcompetence，i+1.Thoughhowtodeterminethelevelofiandi+1andthecircularclaimarefrownedupon，Swain2020putsforward“comprehensibleoutputasanimportantsupplementtodeterminesuccessfullanguagelearning.Forthisreason，themoreconsciousL2inputandoutputcouldenablelearnerstoacquirethelanguag
12、e.Incidentally，L1usecannotbealwaysguaranteedgivendifferentcircumstances.SchoolsmainlyemployNESTswhoareunabletospeakL1;teacherscannotaccommodatethewidevarietyoflearnersfirstlanguages;one-size-fits-allproductsmakeL1useunavailableCook，2020.AlthoughrecentlymoreNNESTsjoinintheteachingworkforceandlinguist
13、icexpertsstarttoacknowledgecustomizingmaterialsforlocalcontextwithanintegrationoflearnersfirstlanguagesandcultures，itisstillimpracticaltodevelopcontext-specificmaterials，becauseofvariouspitfallsofquality，timeandorganizationHowardMajor，2020.Furthermore，learnersclaimthattheyarenotlikelytoengageinclass
14、whenL2isalwaysfollowedbytranslationSert，2020，whichmightalsoresultinpooracademicperformanceduetolimitedexposuretotargetlanguagespeech.Besides，learnersclassroomresponseisinsyncwithteachersinitiationi.e.iftheteacherasksquestionsinL2，learnerstendtorespondinL2，andviceversaAkerblom，2020.Takentogether，thes
15、ebeliefsunderpintheexclusionoftheL1.3.ThedevelopmentofL1useIn1985，EllisallegedthatL1hadanadvantageousroleinSLA，whichspurredextensiveresearchonthatinmorethantwodecades.Auerbachs1993empiricalstudyjustifiedthepositivefunctionofL1useintheL2classroom，andSchweers1999，p.1echoedthat“thereappearstobeanincrea
16、singconvictionthatL1hasanecessaryandfacilitatingroleinL2.In2020，anunprecedentedframeworkproposedbyMacaro2000includingvirtual，maximalandoptimalL1/L2useshedsagreatlightonSLA.OptimalpositionsuggeststhatL1andL2shouldgohandinhandtomaximizethelearning.Lins1999classroomobservationsinHongKongaddssubstantiallytothisunderstanding.ClassroomB，wherlearnersareequippedwithlimitedEnglishcapital，turnsouttobeafailurebyadheringtoL2onlypol
