dc.contributor.author | Azcaray Garay, Agurtzane | |
dc.contributor.author | Imaz Aguirre, Ainara | |
dc.date.accessioned | 2024-01-29T11:52:07Z | |
dc.date.available | 2024-01-29T11:52:07Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | TESOL Quarterly 50(4) : 844-870 (2016) | es_ES |
dc.identifier.issn | 1949-3533 | |
dc.identifier.uri | http://hdl.handle.net/10810/64412 | |
dc.description.abstract | Research on child English as a second language (ESL) learners has shown the benefits of task-based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning (CLIL). The present study focuses on mainstream
and CLIL English as a foreign language (EFL) learners’ oral interaction while they completed a guessing game and a picture placement task. The researchers analysed the oral production of seventy-two 9-to 12-year-old children (in age- and proficiency-matched dyads) to examine the conversational strategies that were employed in both
tasks. Findings indicated that younger learners negotiated for meaning more, and mainstream learners resorted to more conversational strategies than CLIL learners. Furthermore, task-based differences in the NoM strategies seemed to depend on age and instructional setting. The results seem to indicate that age, instructional setting, and the tasks in which these EFL learners were engaged had an impact on the NoM strategies they employed in task-based interaction. | es_ES |
dc.description.sponsorship | Ministerio de Economía y Competitividad (MINECO–FFI 2012-32212), Gobierno Vasco (Language and Speech–IT-311-10; beca posdoctoral de la primera autora POS_2013_1_98), Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), (UFI11/06; beca predoctoral de la segunda autora PIFUPV011/2011). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Wiley | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/FFI 2012-32212 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | NoM | es_ES |
dc.subject | CLIL | es_ES |
dc.subject | child EFL learners | es_ES |
dc.subject | task-based interaction | es_ES |
dc.title | Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2015 TESOL International Association | es_ES |
dc.relation.publisherversion | https://doi.org/10.1002/tesq.249 | es_ES |
dc.identifier.doi | 10.1002/tesq.249 | |
dc.departamentoes | Filología Inglesa y Alemana y Traducción e Interpretación | es_ES |
dc.departamentoeu | Ingeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioa | es_ES |