Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom management and organisation). Via word count, it contrasts L1 use in the core and logistical references of ten non-native EFL instructors of very young learners. The findings indicate significantly higher L1 quantities in logistical than core references, even in the case of comprehensible high-frequency logistical terms such as sit. This disparity raises questions about the role of activity-differential L1 use, and points to the particular value of logistics for focalized teacher-talk analysis and awareness.

中文翻译：

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学前教师讲座：L1 在不同活动参考中的使用

讲师 L1 的使用是否以及如何增强外语学习一直是一个相当大的讨论话题。尽管许多研究注意到 L1 在教师谈话中的反复出现，但研究倾向于量化其在整个课堂课程中的整体使用或概述特定功能。因此，对于教师在不同课堂活动中的实际 L1 与 L2 分布知之甚少。本文考虑了与两项突出活动相关的教师参考：核心参考（专注于目标内容）和后勤参考（课堂管理和组织）。通过字数统计，它对比了十位非常年轻的学习者的非母语 EFL 教师的核心和后勤参考中的 L1 使用。研究结果表明，后勤方面的 L1 数量明显高于核心参考资料，即使是可理解的高频后勤术语，例如坐。这种差异引发了关于活动差异性第一语言使用的作用的问题，并指出了物流对于教师谈话分析和意识的特殊价值。