L1 in the IRF cycle: a case study of Chinese EFL classrooms

The Initiation-Response-Feedback (IRF) cycle (teachers’ initiation, students’ response and teachers’ feedback) has been a key focus in studies of second language classroom interaction and participation. This paper aims to examine the influence of the first language (L1) in the Initiation-Response-Feedback (IRF) cycle commonly appearing in teacher-fronted classroom interaction. Previous studies have come to different conclusions about the role and value of L1 in the IRF cycle. The direct method underpinning the avoidance of L1 has been adopted since 1880s. The use of L1 is not discussed in language pedagogy in the last decade or two and some researchers consider the occurrence of the L1 as a problem. On the other hand, recent studies show that L1 can be used as a mediating language to create effective learning context for second language acquisition. However, these arguments are discussed either from a theoretical position or in a general classroom context and pay less attention to what is happening in micro interactions. This paper addresses the effect of using L1 in English as a foreign language classroom through an examination of the micro IRF cycle in English language classrooms in China. The data was collected through video recordings in a senior high school in China and analysed through conversation analysis. The analysis suggests that L1 used in the IRF cycle can function as a key to open up dialogue and bring more target language into the conversation. I argue that L1 in the IRF cycle can be used as a mediating tool and promote acquisition of the target language. This study will provide new insights into the role of L1 in teaching and learning interactions.