What lies beneath: L1 morphosyntax seeping in through young learners’ EFL
Fecha
2019Versión
Acceso abierto / Sarbide irekia
Tipo
Capítulo de libro / Liburuen kapitulua
Versión
Versión aceptada / Onetsi den bertsioa
Impacto
|
10.1007/978-3-030-22066-2_7
Resumen
Recent 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 impac ...
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Recent 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. [--]
Materias
Children,
CLI,
CLIL,
EFL,
Interaction,
L1 use,
Task
Editor
Springer
Publicado en
Gutierrez-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: 978-3-030-22066-2
Departamento
Universidad Pública de Navarra. Departamento de Ciencias Humanas y de la Educación /
Nafarroako Unibertsitate Publikoa. Giza eta Hezkuntza Zientziak Saila