The interface between task-modality and the use of previously known languages in young CLIL English learners
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 Engli...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/50276 |
| Acceso en línea: | http://hdl.handle.net/10810/50276 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL task-modality use of previously known languages task-based interaction L1 use peer interaction EFL learners focus |
| Sumario: | 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. |
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