dc.contributor.author | Martínez Adrián, María | |
dc.contributor.author | Arratibel-Irazusta, Izaskun | |
dc.date.accessioned | 2021-02-23T09:34:28Z | |
dc.date.available | 2021-02-23T09:34:28Z | |
dc.date.issued | 2020-09 | |
dc.identifier.citation | Studies in Second Language Learning and Teaching 10(3) : 473-500 (2020) Número especial | es_ES |
dc.identifier.issn | 2083-5205 | |
dc.identifier.issn | 2084-1965 | |
dc.identifier.uri | http://hdl.handle.net/10810/50276 | |
dc.description.abstract | This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics. | es_ES |
dc.description.sponsorship | The authors would like to acknowledge the grants awarded by the Spanish Ministry of Economy and Competitiveness (FFI2016-74950-P) (AEI/FEDER/UE) and the Basque Government (IT904-16). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Adam Mickiewicz University (Kalisz, Poland) | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/FFI2016-74950-P | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | CLIL | es_ES |
dc.subject | task-modality | es_ES |
dc.subject | use of previously known languages | es_ES |
dc.subject | task-based interaction | es_ES |
dc.subject | L1 use | es_ES |
dc.subject | peer interaction | es_ES |
dc.subject | EFL learners | es_ES |
dc.subject | focus | es_ES |
dc.title | The interface between task-modality and the use of previously known languages in young CLIL English learners | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | This work is licensed under a Creative Commons Attribution 4.0 International License. | es_ES |
dc.rights.holder | Atribución 3.0 España | * |
dc.relation.publisherversion | https://pressto.amu.edu.pl/index.php/ssllt/article/view/24683 | es_ES |
dc.identifier.doi | 10.14746/ssllt.2020.10.3.4 | |
dc.departamentoes | Filología Inglesa y Alemana y Traducción e Interpretación | es_ES |
dc.departamentoeu | Ingeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioa | es_ES |