Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance

This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university-level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form-focused task was investigated. The analysis reveals the importance of L1 and metalanguage as problem-solving tools, while discourse markers appear to be valuable devices to structure and organize thought. The findings support the Vygotskian view regarding the social origins of individual cognition and provide further evidence of the pedagogical value of metalanguage and use of L1 to enable L2 learners to explore form-meaning relationships and overcome specific language difficulties during task performance.