Spotting the differences between child-child and child-adult interactions: evidence from spanish EFL learners at low levels of proficiency
In the present study, the conversational interactions of 20 (8- to 9-year-old) Spanish children learning English at school are examined on two tasks, one of which is performed with a level- and age-matched classmate, while the other is carried out jointly with an adult proficient speaker of English....
| Autores: | , |
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| Formato: | capítulo de livro |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universidad Pública de Navarra |
| Repositorio: | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| OAI Identifier: | oai:academica-e.unavarra.es:2454/55988 |
| Acesso em linha: | https://hdl.handle.net/2454/55988 |
| Access Level: | acceso abierto |
| Palavra-chave: | English as a Second Language (ESL) English as a Foreign Language (EFL) Content and Language Integrated Learning (CLIL) Child-child dyads |
| Resumo: | In the present study, the conversational interactions of 20 (8- to 9-year-old) Spanish children learning English at school are examined on two tasks, one of which is performed with a level- and age-matched classmate, while the other is carried out jointly with an adult proficient speaker of English. This will help us to understand the different behaviours of children with the two possible interlocutors who are present in school. Ultimately, this study intends to help inform language teachers about what to expect from student-student and student-teacher interactions. |
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