L1 translation as scaffolding in tutor talk: a case study of two Korean tutors

With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second lan...

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Main Authors: Cho, Sookyung, Kim, Suyeon
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:http://journalarticle.ukm.my/11625/1/16864-52943-2-PB.pdf
http://journalarticle.ukm.my/11625/
http://ejournal.ukm.my/gema/issue/view/967
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spelling my-ukm.journal.116252018-05-06T13:39:45Z http://journalarticle.ukm.my/11625/ L1 translation as scaffolding in tutor talk: a case study of two Korean tutors Cho, Sookyung Kim, Suyeon With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second language learning. Utilizing this sociocultural approach, this study examines how L1 translation is used in tutor-tutee talk during writing center appointments by analyzing the talk of two Korean tutors with their seven tutees. The analysis reveals that L1 translation not only helps the tutees clarify their intended meaning in their texts, but also serves as a successful tool for cognitively scaffolding tutee learning—in the forms of pump, hint, and prompt—by helping both the tutor and tutee negotiate meaning and arrive at a solution together. The results bring new insights regarding the use of L1 translation in tutor and tutee interaction by highlighting the usefulness of L1 translation as scaffolding for language learners, particularly when their language proficiency is not advanced. This study implies that the use of L1, in particular, L1 translation may contribute to L2 learners’ learning of English by facilitating their negotiations of meaning with their teachers as to finally arrive at mutual understanding of each other. Penerbit Universiti Kebangsaan Malaysia 2017-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/11625/1/16864-52943-2-PB.pdf Cho, Sookyung and Kim, Suyeon (2017) L1 translation as scaffolding in tutor talk: a case study of two Korean tutors. GEMA: Online Journal of Language Studies, 17 (2). pp. 15-32. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/967
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second language learning. Utilizing this sociocultural approach, this study examines how L1 translation is used in tutor-tutee talk during writing center appointments by analyzing the talk of two Korean tutors with their seven tutees. The analysis reveals that L1 translation not only helps the tutees clarify their intended meaning in their texts, but also serves as a successful tool for cognitively scaffolding tutee learning—in the forms of pump, hint, and prompt—by helping both the tutor and tutee negotiate meaning and arrive at a solution together. The results bring new insights regarding the use of L1 translation in tutor and tutee interaction by highlighting the usefulness of L1 translation as scaffolding for language learners, particularly when their language proficiency is not advanced. This study implies that the use of L1, in particular, L1 translation may contribute to L2 learners’ learning of English by facilitating their negotiations of meaning with their teachers as to finally arrive at mutual understanding of each other.
format Article
author Cho, Sookyung
Kim, Suyeon
spellingShingle Cho, Sookyung
Kim, Suyeon
L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
author_facet Cho, Sookyung
Kim, Suyeon
author_sort Cho, Sookyung
title L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
title_short L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
title_full L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
title_fullStr L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
title_full_unstemmed L1 translation as scaffolding in tutor talk: a case study of two Korean tutors
title_sort l1 translation as scaffolding in tutor talk: a case study of two korean tutors
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2017
url http://journalarticle.ukm.my/11625/1/16864-52943-2-PB.pdf
http://journalarticle.ukm.my/11625/
http://ejournal.ukm.my/gema/issue/view/967
_version_ 1643738554488061952
score 13.211869