Frederick J. DiCamilla

TL;DR: In this paper, the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English was studied, where L1 was viewed as a psychological tool that mediates human mental activity.

TL;DR: This paper studied the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English and found that L1 use serves a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity.

TL;DR: This article investigated the role of repetition in the discourse of students of Spanish as a second language working on a writing assignment in collaborative dyads and found that repetition was important for Spanish learners.

TL;DR: The authors analyzed the speech of English-speaking college students of Spanish working in pairs to produce compositions in Spanish and found that private speech enabled participants to concentrate on the task at crucial moments and to distance themselves from the problems they encountered, thereby achieving a perspective that in turn helped them to gain control in the performance of the task.

TL;DR: In this article, the authors investigate the functions served by language in classroom interaction among learners of Spanish at different levels of language competency and find that the frequency of L2 use among advanced-level participants far exceeds that of beginning-level students.