The facilitative use of learner-initiated translanguaging in Japanese EFL contexts

Abstract This study explores the facilitative use of learner-initiated translanguaging and teacher responsiveness to its in 68 dyads conversational interaction between a individual students tertiary Japanese EFL contexts. Adopting conversation analysis as an analytical framework, it aims extend our understanding important interactional resource for learners achieve goals. The identifies eight uses L1. On one hand, these contribute progressivity talk self-addressed . other, they support intersubjectivity co-constructed L2 interaction. These include (1) connectives topic management; (2) floor-holding devices; (3) explicit word searches; (4) lexical gap fillers; (5) displays; (6) clarification requests; (7) confirmation checks; (8) request assistance. also reveals that learners’ self-initiated repair using L1 was frequently observed intertwined with functionality discourse meaning-making discursive practice. suggests classroom can be indispensable tool optimise competence.