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dc.contributor.authorMartínez Adrián, María ORCID
dc.contributor.authorGallardo del Puerto, Francisco
dc.contributor.authorBasterrechea Lozano, María ORCID
dc.date.accessioned2024-01-08T18:18:14Z
dc.date.available2024-01-08T18:18:14Z
dc.date.issued2017-08-16
dc.identifier.citationLanguage Teaching Research, 23(1) : 39-57 (2019)es_ES
dc.identifier.issn1362-1688
dc.identifier.issn1477-0954
dc.identifier.urihttp://hdl.handle.net/10810/63791
dc.description.abstractThe use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de Zarobe, 2010). However, few studies have examined what L2 learners say about their use of CSs by means of questionnaires – e.g. Ehrman & Oxford (1990), with adult English as a foreign language (EFL) learners – and little is known about the reported use of CSs by young learners (Purdie & Oliver, 1999), and much less by young CLIL learners. This study examines learners’ self-reported opinions about the use of CSs (guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignizing, avoidance and appeal for assistance). An adapted survey (Kellerman, Bongaerts, & Poulisse, 1987; Oxford, 1989; O’Malley & Chamot, 1990; Yule & Tarone, 1990) was administered to CLIL learners of English in grades 5 and 6 of primary education. Quantitative differences in terms of the type of strategies used were explored. Analyses showed striking similarities between grades 5 and 6 as well as significant differences in the use of the different CSs, paraphrasing and appeal for assistance being the most frequent strategies, whereas morphological creativity and miming obtained the lowest frequency. Findings are discussed in the light of learners’ age and the nature of CLIL instruction.es_ES
dc.description.sponsorshipThe authors would like to acknowledge the grants awarded by the Spanish Ministry of Economy and Competitiveness (FFI2012-32212) and (FFI2016-74950-P), the University of the Basque Country (UPV/EHU) (UFI 11/06) and the Basque Government (IT904-16).es_ES
dc.language.isoenges_ES
dc.publisherSagees_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/FFI2012-32212es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/FFI2016-74950-Pes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectcommunication strategies (CSs)es_ES
dc.subjectcontent and language integrated learning (CLIL)es_ES
dc.subjectchildrenes_ES
dc.subjectlearners of English as a foreign language (EFL)es_ES
dc.subjectquestionnaireses_ES
dc.titleOn self-reported use of communication strategies by CLIL learners in primary educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© The Author(s) 2017es_ES
dc.relation.publisherversionhttps://journals.sagepub.com/doi/full/10.1177/1362168817722054es_ES
dc.identifier.doi10.1177/13621688177220
dc.departamentoesFilología Inglesa y Alemana y Traducción e Interpretaciónes_ES
dc.departamentoeuIngeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioaes_ES


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