Agreement morphology errors and null subjects in young (non-)CLIL learners

  1. Yolanda Fernández Pena 1
  2. Francisco Gallardo del Puerto 1
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Ano de publicación: 2021

Número: 18

Páxinas: 59-95

Tipo: Artigo

DOI: 10.35869/VIAL.V0I18.3365 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: VIAL, Vigo international journal of applied linguistics

Obxectivos de Desenvolvemento Sustentable

Resumo

En estudios previos sobre la adquisición de inglés como L2 en contextos AICLE en España no se ha explorado en profundidad el impacto potencial de AICLE en la morfosintaxis en estudiantes con una exposición temprana y prolongada a la lengua meta y en regiones monolingües. Nuestra investigación contribuye a esta línea de investigación explorando los errores de morfología flexiva y la omisión del sujeto en la producción oral de aprendices de inglés de Educación Primaria de la comunidad española monolingüe de Cantabria. La muestra investigada consiste en la narración individual de una historia por aprendices de edades similares de un grupo CLIL (n=28) y uno no CLIL (n=35). Los resultados no muestran diferencias significativas entre ambos grupos en lo que respecta a la provisión de rasgos lingüísticos específicos a edades tempranas, aunque sí evidencian un ligero efecto de la exposición adicional a AICLE. Ambos grupos muestran tasas relativamente bajas de sujetos nulos; omiten la morfología afijal (*he eat) con una frecuencia significativamente mayor que la supletiva (*he _ eating) y raramente emplean morfemas flexivos de forma errónea (*they eats). Sin embargo, los estudiantes de programas tradicionales omiten más el auxiliar be que la cópula be y utilizan más frecuentemente el ‘comodín’ is (*he is eat), lo que evidencia una etapa de adquisición más temprana que la de los estudiantes en programas AICLE.

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Información de financiamento

This research is part of the project Bilingual teaching and learning in Cantabria: From primary to tertiary education, funded by the University of Cantabria (ref. UC2016-GRE-10). We are also grateful to the Primary Schools, the students and the teachers who agreed to participate in this study, as well as to Pedro Alberto San Emeterio Bolado for the vignettes.

Financiadores

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