L1 Use, Lexical Richness, Accuracy and Syntactic Complexity in the Oral Production of CLIL and NON-CLIL Learners of English

  1. Martínez Adrián, María
  2. Gutiérrez Mangado, María Juncal
Revue:
Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

ISSN: 0210-6124

Année de publication: 2015

Volumen: 37

Número: 2

Pages: 175-197

Type: Article

DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

Résumé

Este trabajo tiene como objetivo explorar las diferencias entre un grupo de aprendices en un contexto de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y uno en NO-AICLE con respecto a (i) si el grupo AICLE hace un menor uso de la L1 en contextos de estrategias de interacción y de errores de transferencia en comparación con el grupo NO-AICLE; (ii) si existen diferencias entre ambos grupos en riqueza léxica (type/token ratio y D), precisión (orden de palabras y la producción de los artículos definido e indefinido) y complejidad sintáctica (producción de oraciones principales y subordinadas y variedad de tiempos verbales utilizados); y (iii) si el uso de la L1 se correlaciona con la riqueza léxica, la precisión y la complejidad sintáctica. El análisis de una tarea de producción oral llevada a cabo por dos grupos (AICLE y NO-AICLE) de bilingües vasco-castellano de catorce años, aprendices de inglés como L3 indica que el grupo AICLE hace un menor uso de la L1. También hemos observado que el grupo de AICLE obtiene mejores resultados en riqueza léxica y nivel general. Con respecto a las medidas de precisión y complejidad sintáctica, encontramos diferencias entre ambos grupos solamente en la producción correcta de los artículos definido e indefinido y en el uso de las oraciones subordinadas. No hemos observado ninguna correlación entre el uso de la L1 y la precisión y complejidad sintácticas, lo que sugiere que un menor uso de la L1 no está siempre relacionado con un mejor rendimiento en aspectos específicos del lenguaje ni con la complejidad del mismo.

Références bibliographiques

  • Agustín Llach, María Pilar. 2009. “The Role of Spanish L1 in the Vocabulary Use of Content and Non-Content EFL Learners.” In Ruiz de Zarobe, Yolanda and Rosa María Jiménez Catalán, eds., 112-29
  • Alejo, Rafael and Ana Piquer. 2010. “CLIL Teacher Training in Extremadura: A Needs Analysis Perspective.” In Lasagabaster, David and Yolanda Ruiz de Zarobe, eds., 219-42.
  • Allan, Dave. 1992. Oxford Placement Test. Oxford: Oxford UP.
  • Basterrechea Lozano, María and María del Pilar García Mayo. 2013. “LanguageRelated Episodes during Collaborative Tasks: A Comparison of CLIL and EFL Learners Interaction in Diverse Educational Settings.” In Second Interaction in Diverse Educational Settings, edited by Kim McDonough and Alison Mackey, 25-44. Amsterdam: John Benjamins.
  • Bernan, Ruth and Dan Slobin. 1994. “The Optimal Age to Learn a Foreign Language.” The Modern Language Journal 53: 334-41.
  • Bild, Eva and Merrill Swain. 1989. “Minority Language Students in a French Immersion Programme: Their French Proficiency.” Journal of Multilingual and Multicultural Development 10 (3): 255-74.
  • Celaya, María Luz. 1992. Transfer in English as a Foreign Language: A Study on Tenses. Barcelona: PPU.
  • Celaya, María Luz and Yolanda Ruiz de Zarobe. 2010. “First Language and Age in CLIL and Non-CLIL Contexts.” International CLIL Research Journal 1 (3): 60-6.
  • Cenoz, Jasone. 2001. “The Effect of Linguistic Distance, L2 status and Age on Crosslinguistic Influence in Third Language Acquisition.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 8-20.
  • Cenoz, Jasone. 2003. “Cross-Linguistic Influence in Third language acquisition: Implications for the Organization of the Multilingual Mental Lexicon.” Bulletin VALS-ASLA (Vereinigung für angewandte Linguistik in der Schweiz) 78: 1-11.
  • Cenoz, Jasone and José Valencia. 1994. “Additive Trilingualism: Evidence from the Basque Country.” Applied Psycholinguistics 15: 195-207.
  • Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds. 2001. Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon: Multilingual Matters.
  • De Angelis, Gessica and Larry Selinker. 2001. “Interlanguage Transfer and Competing Linguistic Systems in the Multilingual Mind.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 42-58.
  • Dewaele, Jean Marc. 2001. “Activation or Inhibition? The Interaction of L1, L2 and L3 on the Language Mode Continuum.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 69-89.
  • Ecke, Peter. 2001. “Lexical Retrieval in a Third Language: Evidence from Errors and Tip-of-the-tongue States.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 90-114.
  • Ellis, Rod. 2012. Language Teaching Research and Language Pedagogy. Oxford: Wiley Blackwell.
  • Gallardo del Puerto, Francisco, Esther Gómez Lacabex and María Luisa García Lecumberri. 2009. “Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation.” In Ruiz de Zarobe, Yolanda and Rosa María Jiménez Catalán, eds., 63-80
  • García Mayo, María del Pilar. 2009. “El uso de tareas y la atención a la forma del lenguaje en el aula AICLE.” In Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos (AICLE/CLIL/Émile), edited by Víctor Pavón Vázquez and José Ávila López, 55-73. Córdoba: Consejería de Educación de la Junta de Andalucía.
  • García Mayo, María del Pilar. 2012a. “The Relevance of Attention to Form in Communicative Classroom Contexts.” ELIA- Estudios de Lingüística Inglesa Aplicada 11: 11-45.
  • García Mayo, María del Pilar. 2012b. “Cognitive Approaches to L3 Acquisition.” International Journal of English Studies 12 (1): 1-20.
  • García Mayo, María del Pilar and Izaskun Villareal Olaizola. 2010. “The Development of Suppletive and Affixal Tense and Agreement Morphemes in the L3 English of Basque-Spanish Bilinguals.” Second Language Research 27 (1): 129-49.
  • Grosjean, François. 1998. “Studying Bilinguals: Methodological and Conceptual Issues. ” Bilingualism: Language and Cognition 1: 131-49.
  • Guiraud, Pierre. 1960. Problèmes et méthodes de la statistique linguistique. Dordrecht: Reidel.
  • Hammarberg, Björn. 2001. “Roles of L1 and L2 in L3 Production and Acquisition.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 21-41.
  • Harley, Brigit. 1989. “Functional Grammar in French Immersion: A Classroom Experiment.” Applied Linguistics 10: 331-59.
  • Harley, Brigit. 1998. “The Role of Form-Focused Tasks in Promoting Child L2 Acquisition.” In Focus on Form in Classroom Second Language Acquisition, edited by Catherine Doughty and Jessica Williams, 156-74. Cambridge: Cambridge UP.
  • Harley, Brigit, Jim Cummins, Merrill Swain and Patrick Allen. 1990. “The Nature of Language Proficiency.” In The Development of Second Language Proficiency, edited by Brigit Harley, Patrick Allen, Jim Cummins and Merrill Swain, 7-25. Cambridge: Cambridge UP.
  • Herwig, Anna. 2001. “Plurilingual Lexical Organization: Evidence from Lexical Processing in L1-L2-L3-L4 Translation.” In Cenoz, Jasone, Britta Hufeisen and Ulrike Jessner, eds., 115-37.
  • James, Carl. 1998. Errors in Language Learning and Use. Exploring Error Analysis. London: Longman.
  • Jiménez Catalán, Rosa María, Yolanda Ruiz de Zarobe and Jasone Cenoz. 2006. “Vocabulary Profiles of English Foreign Language Learners in English as a Subject and as a Vehicular Language.” Vienna English Working Papers (VIEWS) 15 (3): 23-7.
  • Kellerman, Eric. 1983. “Now you See it, Now you Don’t.” In Language Transfer in Language Learning, edited by Susan Gass and Larry Selinker, 112-34. Rowley, MA: Newbury House.
  • Kellerman, Eric. 1984. “The Empirical Evidence for the Influence of L1 on Interlanguage.” In Interlanguage, edited by Allan Davies, Clive Criper and Anthony Howatt, 98-122. Edinburgh: Edinburgh UP.
  • Lasagabaster, David. 2008. “Foreign Language Competence in Content and Language Integrated Courses.” The Open Applied Linguistics Journal 1: 30-41.
  • Lasagabaster, David and Yolanda Ruiz de Zarobe, eds. 2010. CLIL in Spain. Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars.
  • Lázaro Ibarrola, Amparo. 2012. “In What Aspects Are CLIL Learners Better than EFL Learners? The Case of Morphosyntax.” International Journal of English Studies 12 (1): 79-96.
  • Lázaro Ibarrola, Amparo and María del Pilar García Mayo. 2012. “L1 Use and Morphosyntactic Development in the Oral Production of EFL Learners in a CLIL Context.” International Review of Applied Linguistics 50: 135-60.
  • Lyster, Roy. 1994. “The Effect of Functional-Analytic Teaching on Aspects of French Immersion Students’ Sociolinguistic Competence.” Applied Linguistics 15: 263-87.
  • Lyster, Roy. 2004. “Research on Form-Focused Instruction in Immersion Classrooms: Implications for Theory and Practice.” French Language Studies 14: 321-41.
  • Lyster, Roy. 2007. Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins.
  • Lyster, Roy. 2013. “Research Perspectives on Integrating Language and Content through Counterbalanced Instruction.” Plenary talk, ALP-CLIL Conference, Miraflores de la Sierra (Madrid), 5-8 June.
  • Lyster, Roy, Kazuya Saito and Masatoshi Sato. 2013. “Oral Corrective Feedback in Second Language Classrooms.” Language Teaching 46 (1): 1-40.
  • Malvern, David, Brian Richards, Ngoni Chipere and Pilar Durán. 2004. Lexical Diversity and Language Development. New York: Palgrave MacMillan.
  • Martínez Adrián, María, Francisco Gallardo del Puerto and M. Juncal Gutiérrez Mangado. 2013. “Phonetic and Syntactic Transfer Effects in the English Interlanguage of Basque-Spanish Bilinguals.” VIAL, Vigo International Journal of Applied Linguistics 10: 51-83.
  • Martínez Adrián, María and M. Juncal Gutiérrez Mangado. 2009. “The Acquisition of English Syntax by CLIL Learners in the Basque Country.” In Ruiz de Zarobe, Yolanda and Rosa María Jiménez Catalán, eds., 176-96.
  • Martínez Adrián, María and M. Juncal Gutiérrez Mangado. 2015. “Is CLIL Instruction Beneficial Both in Terms of General Proficiency and Specific Areas of Grammar?” Journal of Immersion and Content-Based Language Education 3 (1): 51-76.
  • McCarthy, Philip and Scott Jarvis. 2007. “Vocd: A Theoretical and Empirical Evaluation.” Language Testing 24: 459-88.
  • McCarthy, Philip and Scott Jarvis. 2010. “MTLD, Vocd-D, and HD-D: A Validation Study of Sophisticated Approaches to Lexical Diversity Assessment.” Behavior Research Methods 42: 381- 92.
  • Mcwhinney, Brian. 2000. The CHILDES Project: Tools for Analyzing Talk. 3rd ed. Mahwah, NJ: Lawerence Earlbaum Associates.
  • Möhle, Dorothea. 1989. “Multilingual Interaction in Foreign Language Production.” In Interlingual Processes, edited by Hans Wilhelm Dechert and Manfred Raupach, 179-95. Tübingen: Gunter Narr.
  • Muñoz, Carmen. 2007. “Cross-Linguistic Influence and Language Switches in L4 Oral Production.” VIAL, Vigo International Journal of Applied Linguistics 4: 73-94.
  • Murphy, Shirin. 2005. “Second Language Transfer during Third Language Acquisition.” Columbia University Working Papers in TESOL & Applied Linguistics 3 (1): 1-18.
  • Navés, Teresa, Inmaculada Miralpeix and María Luz Celaya. 2005. “Who Transfers More … and What? Crosslinguistic Influence in Relation to School Grade and Language Dominance in EFL.” International Journal of Multilingualism 2 (2): 1-22.
  • Navés, Teresa and Mia Victori. 2010. “CLIL in Catalonia: An Overview of Research Studies.” In Lasagabaster, David and Yolanda Ruiz de Zarobe, eds., 30-54.
  • Nikula, Tarja, Christiane Dalton-Puffer and Ana Llinares. 2013. “CLIL Classroom Discourse. Research from Europe.” Journal of Immersion and Content-Based Language Education 1 (1): 70-100.
  • Odlin, Terence. 1989. Language Transfer. Cambridge: Cambridge UP.
  • Ortega, Lourdes. 2009. Understanding Second Language Acquisition. London: Hodder Education.
  • Poulisse, Nanda. 1990. The Use of Compensatory Strategies by Dutch Learners of English. Dordrecht: Foris.
  • Poulisse, Nanda and Theo Bongaerts. 1994. “First Language Use in Second Language Production.” Applied Linguistics 15: 36-57.
  • Ringbom, Hakan. 1987. The Role of the First Language in Foreign Language Learning. Clevedon: Multilingual Matters.
  • Rothman, Jason and Jennifer Cabrelli-Amaro. 2010. “What Variables Condition Syntactic Transfer? A Look at the L3 Initial State.” Second Language Research 26 (2): 189-218.
  • Ruiz de Zarobe, Yolanda. 2008. “CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country.” International CLIL Research Journal 1 (1): 60-73.
  • Ruiz de Zarobe, Yolanda. 2010a. “Which Language Competencies Benefit from CLIL? An Insight into Applied Linguistics Research.” In Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts, edited by Yolanda Ruiz de Zarobe, Juan Sierra and Francisco Gallardo del Puerto, 129-53. Bern: Peter Lang.
  • Ruiz de Zarobe, Yolanda. 2010b. “Written Production and CLIL: An Empirical Study.” In Language Use in CLIL, edited by Christiane Dalton-Puffer, Tarjan Nikula and Ute Smit, 191-211. Berlin: John Benjamins.
  • Ruiz de Zarobe, Yolanda and David Lasagabaster. 2010. “CLIL in a Bilingual Community: The Basque Autonomous Region.” In Lasagabaster, David and Yolanda Ruiz de Zarobe, eds., 12-29.
  • Ruiz de Zarobe, Yolanda and Rosa María Jiménez Catalán, eds. 2009. Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.
  • Serra, Cecilia. 2007. “Assessing CLIL at Primary School: A Longitudinal Study.” The International Journal of Bilingual Education and Bilingualism 10 (5): 582-602.
  • Spada, Nina and Yasuyo Tomita. 2010. “Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis.” Language Learning 60 (2): 263-308.
  • White, Lydia. 2003. “Fossilization in Steady State L2 Grammars: Persistent Problems with Inflectional Morphology.” Bilingualism: Language and Cognition 6 (2): 129-41.
  • Williams, Sarah and Björn Hammarberg. 1997. L1 and L2 Influence in L3 Production. Stockholm: Stockholm University, Centre for Research on Bilingualism.
  • Wright, Robert. 1996. “A Study of the Acquisition of Verbs of Motion by Grade 4/5 Early French Immersion Students.” The Canadian Modern Language Review 53: 257-80.
La source de données: Dialnet