Publication:
What lies beneath: L1 morphosyntax seeping in through young learners’ EFL

dc.contributor.authorAzpilicueta Martínez, Raúl
dc.contributor.departmentCiencias Humanas y de la Educaciónes_ES
dc.contributor.departmentGiza eta Hezkuntza Zientziakeu
dc.date.accessioned2020-03-23T09:23:53Z
dc.date.available2021-07-10T23:00:13Z
dc.date.issued2019
dc.description.abstractRecent findings regarding L1 use among students learning English as a Foreign Language (EFL) have called into question the notion of a negative correlation between proficiency and lexical crosslinguistic influence (CLI). However, interaction-based studies often focus on CLI via explicit L1 use exclusively. While this study also analyses explicit L1 use, it primarily taps into the underlying impact of L1 morphosyntax shaping part of the students’ oral production in L2, a fact which has already been pointed out in the literature, yet needs looking into in further detail. Participants were 20 children aged eight, L1 Spanish beginner learners of English in a Content and Language Integrated Learning (CLIL) programme. They took on the narrator role in a communicative task which they carried out firstly with (i) an expert speaker of English and, subsequently with (ii) a matched-level peer. The results boast an extremely low rate of explicit L1 use, yet reveal the existence of more pervasive CLI in the form of structural transfer, particularly so when children interacted with their peers. This fact might hint at a trade-off strategy for their low mastery of the target language.en
dc.embargo.lift2021-07-10
dc.embargo.terms2021-07-10
dc.format.extent35 p.
dc.format.mimetypeapplication/pdfen
dc.identifier.doi10.1007/978-3-030-22066-2_7
dc.identifier.isbn978-3-030-22065-5
dc.identifier.issn2193-7648
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/36558
dc.language.isoengen
dc.publisherSpringeren
dc.relation.ispartofGutierrez-Mangado M., Martínez-Adrián M., Gallardo-del-Puerto F. (eds): Cross-linguistic influence: from empirical evidence to classroom practice. Second language learning and teaching. Springer, Cham, 2019. e-ISBN: 978-3-030-22066-2en
dc.relation.publisherversionhttps://doi.org/10.1007/978-3-030-22066-2_7
dc.rights© Springer Nature Switzerland AG 2019en
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.subjectChildrenen
dc.subjectCLIen
dc.subjectCLILen
dc.subjectEFLen
dc.subjectInteractionen
dc.subjectL1 useen
dc.subjectTasken
dc.titleWhat lies beneath: L1 morphosyntax seeping in through young learners’ EFLen
dc.typeinfo:eu-repo/semantics/bookPart
dc.type.versioninfo:eu-repo/semantics/acceptedVersionen
dc.type.versionVersión aceptada / Onetsi den bertsioaes
dspace.entity.typePublication
relation.isAuthorOfPublicationae832e55-8b43-481c-9a33-005ef8b85b24
relation.isAuthorOfPublication.latestForDiscoveryae832e55-8b43-481c-9a33-005ef8b85b24

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