What works better for the learning of concrete and abstract words: teachers' L1 use or L2-only explanations?

This study examined the differential effects of teachers' first language ( L 1) use and second language ( L 2)‐only explanations on C hinese‐speaking adults' acquisition of concrete and abstract E nglish words. A quasi‐experimental research design was used, in which 50 participants were assigned to an L 1‐use condition, 50 participants were assigned to an L 2‐only use condition, and another 48 participants served as a comparison group. Assessed...