Task effects on the mediating functions

Research examining the impact of tasks on the mediating functions of L1s and L2s is inconclusive. Although there is some evidence that language serves similar functions during different types of tasks (e.g., story completion task and dictogloss task), others have identified task effects on L1 mediation (e.g., text reconstruction task, writing tasks, and dictogloss tasks).

The first study that investigated task effects on the specific mediating functions that the L1 serves was conducted in a classroom-based setting. Swain and Lapkin (2000) compared the quantity of L1 mediation and the specific mediating functions of the L1 with two groups of learners who each completed either a story completion task or a dictogloss task (Wajnryb, 1990). They found that the quantity of L1 mediation by the two groups of learners did not reach

significance: The story completion group relied on L1 mediation for 29% of the turns and the dictogloss group for 21% of the turns. In addition to general distribution, they identified three principal mediating functions of the L1. The first category, moving the task along (i.e., task management), included turns that focused on sequencing images (story completion task), understanding the story, and retrieving semantic information. The second category, focusing attention, included turns where learners talked about the form, provided explanations, and

retrieved grammatical information. The third category, aiding interpersonal interaction, consisted of turns that included off-task comments and disagreements. The most frequent function of the L1 for both tasks was task management. They also found that the story completion task

engendered greater L1 mediation for lexical searches than the dictogloss task; however, their results did not reach significance. Overall, their findings support the claim that the L1 supports learners during the interactions but that the type of task did not impact the specific mediating functions of the L1.

The mediating functions of language have also been investigated in laboratory-based settings and the results are complex. To investigate the functions of the L1, Storch and Wigglesworth (2003) conducted a study with 12 ESL learners. In their study, learners who shared the same L1s were paired up. The learners completed a text reconstruction task and a joint composition task. Overall, they found limited evidence of L1 mediation in this context: the

results show that only two dyads made use of the L1. More importantly, the two dyads only began to mediate the completion of the task via their shared L1 after receiving explicit

instructions to rely on L1 mediation when and if they felt compelled to. One of the dyads relied on L1 mediation 50% of the time during the text reconstruction task and only 25% of the time during the joint composition. The other dyad relied on L1 mediation 50% of the time during the joint composition and 30% during the text reconstruction task. Their analysis also uncovered four specific functions of the L1: (1) task management, (2) task clarification, (3) vocabulary and meaning, and (4) grammar. For the joint composition task, the L1 was used primarily for task management and task clarification purposes. For the reconstruction task, L1 mediation was primarily for meaning and grammar. Alegría de la Colina and García Mayo (2009) explored Spanish (L1) EFL learners’ L1 mediation patterns during three tasks: learners either carried out a story completion task, a dictogloss task, or a text reconstruction task . Alegría de la Colina and García Mayo identified two functions for the L1. The first of these, metacognition, included clarifying or setting task procedures, discussing content and meaning, and managing tasks. The second, metatalk, included turns where participants were discussing vocabulary and grammar. They reported a task type effect on language mediation: the dictogloss task led to greater L1 mediation for metacognitive functions and the text reconstruction task engendered more L1 mediation for metatalk. They explained that these differences corresponded to the cognitive demands imposed by the task. The story completion task (i.e., jigsaw task), which included numbered pictures, had a reduced cognitive load because learners could subdivide the task; yet, learners did not receive linguistic input leading them to rely on L1 mediation for lexis-based metatalk. The dictogloss task led to metatalk centered on spelling and grammar as a result of receiving oral input. Finally, text reconstruction generated the highest amount of metatalk

because students were required to address grammatical problems. Findings indicate that task type impacts the mediating functions the L1 serves; however, the different patterns of L1 mediation across the tasks warrant further empirical studies.

To date, a majority of studies have examined learner-learner interaction in face-to-face contexts. However, L1 mediation has also been investigated in computer-mediated

communication (CMC) settings which enable learners to interact with others in virtual contexts. Thoms et al. (2005), investigated the functions the L1 played using an on-line chat. Chat logs from English (L1) speakers learning Chinese, German, or Spanish completing a CMC jigsaw task were analyzed. Results confirm previously identified functions, including moving the task along, focusing attention, and interpersonal interactions (Swain & Lapkin, 2001). However, unlike findings from face-to-face interactions, they did not find evidence of L1 mediation that focused on form. Their study provides further evidence that the context in which the task unfolds impacts the functions the L1 serves.