References
Alegria de la Colina, A., & Del Pilar Garcia Mayo, M. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL, 47(3/4), 325-345. doi:10.1515/iral.2009.014
Anton, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-353.
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274.
Chavez, M. (2006). Classroom-language use in teacher-led instruction and teachers' self-perceived roles. IRAL 44, 49-102. doi:10.1515AIRAL.2006.003.
Cook, V. (2001a). Second language learning and language teaching (3rd ed.). New York: Oxford University Press, Inc.
Cook, V. (2001b). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.
Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74(2), 154-166.
Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3).
Gouin, F. (1892). The art of teaching and studying languages. (H. Swan, & V. Betis, Trans.). New York: Longmans, Green & Co.; London: George Phillip & Son.
Hammerly, H. (1994). A multilingual model for English as a "remote" and as a "logical" language. International Review of Applied Linguistics in Language Teaching, 32(4), 255-275.
Harper, D. (Ed.). (1968). The scientific study and teaching of languages. London: Oxford U.P.
Hendrickson, J. M. (1991). On communicative language teaching. Hispania, 74(1),197-198.
Jespersen, O. (1956). How to teach a foreign language. (S. Yhlen-Olsen Bertelsen, Trans.). London: George Allen & Unwin, Ltd. (Original work published 1904).
Kim, S. H. O., & Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand. Language, Culture and Curriculum, 21(2), 167-185. doi:10.1080/07908310802287574
Krashen, S. D., & Terrell, T. D. (1983). The natural approach. San Francisco: Alemany Press.
Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal, 87(3), 344-364.
Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28(3), 537-561.
Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548.
Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58(3), 402-426.
Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. doi:10.3138/cmlr.65.2.249
Ruiz-Funes, M. T. (2002). On teaching foreign languages: Linking theory to practice. Westport, CT.: Bergin & Garvey.
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251–274.
Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review, 62(1), 161-182.
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but ... The Canadian Modern Language Review, 54(4), 531-540.
Anton, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-353.
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274.
Chavez, M. (2006). Classroom-language use in teacher-led instruction and teachers' self-perceived roles. IRAL 44, 49-102. doi:10.1515AIRAL.2006.003.
Cook, V. (2001a). Second language learning and language teaching (3rd ed.). New York: Oxford University Press, Inc.
Cook, V. (2001b). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.
Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74(2), 154-166.
Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3).
Gouin, F. (1892). The art of teaching and studying languages. (H. Swan, & V. Betis, Trans.). New York: Longmans, Green & Co.; London: George Phillip & Son.
Hammerly, H. (1994). A multilingual model for English as a "remote" and as a "logical" language. International Review of Applied Linguistics in Language Teaching, 32(4), 255-275.
Harper, D. (Ed.). (1968). The scientific study and teaching of languages. London: Oxford U.P.
Hendrickson, J. M. (1991). On communicative language teaching. Hispania, 74(1),197-198.
Jespersen, O. (1956). How to teach a foreign language. (S. Yhlen-Olsen Bertelsen, Trans.). London: George Allen & Unwin, Ltd. (Original work published 1904).
Kim, S. H. O., & Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand. Language, Culture and Curriculum, 21(2), 167-185. doi:10.1080/07908310802287574
Krashen, S. D., & Terrell, T. D. (1983). The natural approach. San Francisco: Alemany Press.
Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal, 87(3), 344-364.
Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28(3), 537-561.
Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548.
Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58(3), 402-426.
Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. doi:10.3138/cmlr.65.2.249
Ruiz-Funes, M. T. (2002). On teaching foreign languages: Linking theory to practice. Westport, CT.: Bergin & Garvey.
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251–274.
Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review, 62(1), 161-182.
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but ... The Canadian Modern Language Review, 54(4), 531-540.