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

Any de publicació: 2021

Número: 18

Pàgines: 59-95

Tipus: Article

DOI: 10.35869/VIAL.V0I18.3365 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: VIAL, Vigo international journal of applied linguistics

Objectius de Desenvolupament Sostenible

Resum

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.

€ Mostra el finançament

Informació de finançament

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.

Finançadors

Referències bibliogràfiques

  • Aguilar, M. & Muñoz, C. (2014) The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
  • Ball, P. (2016). Using language(s) to develop subject competences in CLIL-based practice. Pulso. Revista de educación, 39, 15-34.
  • Ball, P., Kelly, K. & Clegg, J. (2015) Putting CLIL into Practice. Oxford: Oxford University Press.
  • Basterrechea, M. & García Mayo, M. P. (2014) Dictogloss and the production of the English third person –s by CLIL and mainstream EFL learners: A comparative study International Journal of English Studies, 14(2), 77-98.
  • Blanco-Suárez, Z., Gallardo-del-Puerto, F. & Gandón-Chapela, E. (2020) The Primary Education Learners’ English Corpus (PELEC): Design and compilation. RiCL, Research in Corpus Linguistics, 8(1), 147-163.
  • Brown, R. (1973) A First Language: The Early Stages. Cambridge, MA: Harvard University Press.
  • Cadierno, T., Hansen, M., Lauridsen, J. T., Eskildsen, S. W, Fenyvesi, K., Jensen, S. H. & aus der Wieschen, M. V. (2020) Does younger mean better? Age of onset, learning rate and short-term L2 proficiency in young Danish learners of English. Vigo International Journal of Applied Linguistics, 17, 57-86.
  • Chomsky, N. (1981) Lectures on Government and Binding. Dordrecht: Foris.
  • Coyle, D. (2010) Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (eds) CLIL in Spain: Implementation, Results and Teacher Training. (pp. vii-viii) Newcastle upon Tyne: Cambridge Scholars.
  • Dalton-Puffer, C. (2008) Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (eds) Future Perspectives for English Language Teaching. (pp. 139-157) Heidelberg: Carl Winter.
  • Ellis, R. (2001) Introduction: Investigating form-focused instruction. Language Learning, 51(s1), 1-46.
  • Eurydice. (2006) Content and Language Integrated Learning at School in Europe. Brussels: Eurydice European Unit.
  • Fernández Fontecha, A. (2009) Spanish CLIL: Research and official actions. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe. (pp. 3-21) Clevedon: Multilingual Matters.
  • Gallardo del Puerto, F., Gómez Lacabex, E & García Lecumberri, M. L. (2009) Testing the effectiveness of Content and Language Integrated Learning in foreign language contexts: The assessment of English pronunciation. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe. (pp. 63-80) Clevedon: Multilingual Matters.
  • Gallardo del Puerto, F. & Martínez Adrián, M. (2013) ¿Es más efectivo el aprendizaje de la lengua extranjera en un contexto AICLE? Resultados de la investigación en España. Padres y Maestros, 34, 25-28.
  • García Mayo, M. P. (2003) Age, length of exposure and grammaticality judgments in the acquisition of English as a foreign language. In M. P. García Mayo & M. L. García Lecumberri (eds) Age and the Acquisition of English as a Foreign Language. (pp. 94-114) Clevedon: Multilingual Matters.
  • García Mayo, M. P. & Azkarai Garai, A. (2016) EFL task-based interaction: Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (eds) Peer Interaction and Second Language Learning: Research Agenda and Pedagogical Implications. (pp. 241-266) Amsterdam & Philadelphia: John Benjamins.
  • García Mayo, M. P. & Imaz Agirre, A. (2019) Task modality and pair formation method: Their impact on patterns of interaction and attention to form among EFL primary school children. System: An International Journal of Educational Technology and Applied Linguistics, 80, 165-175.
  • García Mayo, M. P., Lázaro Ibarrola, A. & Liceras, J. M. (2005) Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning, 55(3), 445- 489.
  • García Mayo, M. P. & Villarreal Olaizola, I. (2011) The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research, 27(1), 129-149.
  • Goad H., White, L. & Steele, J. (2003) Missing inflection in L2 acquisition: Defective syntax or L1-constrained prosodic representations? Canadian Journal of Linguistics,48, 243-263.
  • Guilfoyle, E. (1984) The acquisition of tense and the emergence of thematic subjects in child grammars of English. The McGill Working Papers in Linguistics, 2, 20-30.
  • Gutiérrez-Mangado, M. J. & Martínez-Adrián, M. (2018) CLIL at the linguistic interfaces. International Journal of Immersion and Content-Based Education, 6(1), 85-112.
  • Gutiérrez Martínez, A. & Ruiz de Zarobe, Y. (2017) Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL Primary School students. Estudios de Lingüística Inglesa Aplicada, 17, 71-92.
  • Hawkins, R. & Casillas, G. (2008) Explaining frequency of verb morphology in L2 early speech. Lingua, 118, 595-612.
  • Hawkins, R. & Chan, Y-C. (1997) The partial availability of Universal Grammar in second language acquisition: The ‘failed features’ hypothesis. Second Language Research, 13, 187-226.
  • Haznedar, B. (2001) The acquisition of the IP system in child L2 English. Studies in Second Language Acquisition, 23, 1-39.
  • Haznedar, B. & Schwartz, B. (1997) Are there optional infinitives in child L2 acquisition? In E. Hughes, M. Hughes & A. Greenhill (eds) Proceedings of the 21st Boston University Conference on Language Development. (pp. 257-268) Somerville, MA: Cascadilla Press.
  • Hyams, N. (1989) The Null Subject Parameter in language acquisition. In O. Jaeggli & N. Hyams (eds) The Null Subject Parameter. (pp. 215-238) Dordrecht: Kluwer.
  • Ionin, T. (2013) Morphosyntax. In J. Herschensohn & M. Young-Scholten (eds) The Cambridge Handbook of Second Language Acquisition. (pp. 505-528) Cambridge: Cambridge University Press.
  • Ionin, T & Wexler, K. (2002) Why is ‘is’ easier than ‘-s’?: Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research, 18, 95-136.
  • Jessner, U. (2014) On multilingual awareness or why the multilingual learner is a specific language learner. In M. Pawlak & L. Aronin (eds) Essential Topics in Applied Linguistics and Multilingualism: Studies in Honor of David Singleton. (pp. 175-184)Wien: Springer.
  • Jiménez Catalán, R. M., Ruiz de Zarobe, Y. & Cenoz, J. (2006) Vocabulary profiles of English foreign language learners in English as a subject and as a vehicular language. Vienna English Working Papers, 15(3), 23-27.
  • Juan-Garau, M. & Pérez Vidal, C. (2011) Trilingual primary education in the Balearic Islands. In I. Bangma, C. van der Meer & A. Riemersma (eds) Trilingual Primary Education in Europe: Some Developments with Regard to the Provisions of Trilingual Primary Education in Minority Language Communities of the European Union. (pp. 129-142) Leeuwarden: Fryske Akademy.
  • Judy, T. (2011) L1/L2 parametric directionality matters: More on the Null Subject Parameter in L2 acquisition. EUROSLA Yearbook, 11, 165-190.
  • Judy, T. & Rothman, J. (2010) From a superset to a subset grammar and the semantic compensation hypothesis: Subject pronouns and anaphora resolution in L2 English. In K. Franich, K. M. Iserman & L. L. Keil (eds) BUCLD 34: Proceedings of the 34th Annual Boston University Conference on Language Development. (pp. 197-208) Sommerville, MA: Cascadilla Press.
  • Lardiere, D. (2000) Mapping features to forms in second language acquisition. In J. Archibald (ed) Second Language Acquisition and Linguistic Theory. (pp. 102-129) Cambridge, MA: Blackwell.
  • Lardiere, D. (2008) Feature assembly in second language acquisition. In J. M. Liceras, H. Zobl & H. Goodluck (eds) The Role of Formal Features in Second Language Acquisition. (pp. 106-140) New York: Lawrence Erlbaum Associates.
  • Lardiere, D. (2009) Some thoughts on the contrastive analysis of features in second language acquisition. Second Language Research, 25(2), 173-227.
  • Lasagabaster, D. (2008) Foreign language competence and language integrated courses. The Open Applied Linguistics Journal, 1, 31-42.
  • Lázaro Ibarrola, A. & García Mayo, M. P. (2012) L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics, 50, 135-160.
  • Lázaro Ibarrola, A. (2002) La Adquisición de la Morfosintaxis del Inglés por Niños Bilingües Euskera/Castellano: Una Perspectiva Minimalista. Unpublished PhD dissertation. Department of English and German, University of the Basque Country (Spain).
  • Lázaro Ibarrola, A. (2012) Faster and further morphosyntactic development of CLIL vs. EFL Basque-Spanish bilinguals learning English in High-School. International Journal of English Studies, 12(1), 79-96.
  • MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk. Third Edition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Marsh, D. (1994) Bilingual Education & Content and Language Integrated Learning. Paris: International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua) University of Sorbonne.
  • Marsh, D. (ed) (2002) CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. Brussels: The European Commission.
  • Martínez Adrián, M. (2011) An overview of Content and Language Integrated Learning: Origins, features and research outcomes. Huarte de San Juan. Filología y Didáctica de la Lengua, 11, 93-101.
  • Martínez Adrián, M & Gutiérrez Mangado, M. J. (2009) The acquisition of English syntax by CLIL learners in the Basque Country. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe.(pp. 176-196) Clevedon: Multilingual Matters.
  • Martínez Adrián, M & Gutiérrez Mangado, M. J. (2015a) Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content- Based Language Education, 3(1), 51-76.
  • Martínez Adrián, M & Gutiérrez Mangado, M. J. (2015b) L1 use, lexical richness, accuracy and complexity in CLIL and NON-CLIL learners. Atlantis, Journal of the Spanish Association for Anglo-American Studies, 37(2), 175-200.
  • Merino, J. A. & Lasagabaster, D. (2018) The effect of Content and Language Integrated Learning programmes’ intensity on English proficiency: A longitudinal study. Journal of Applied Linguistics,28, 18-30.
  • Milla, R. & García Mayo, M. P. (2014) Corrective feedback episodes in oral interaction: A comparison of a CLIL and an EFL classroom. International Journal of English Studies,14(1), 1-20.
  • Montrul, S. (2011) Multiple interfaces and incomplete acquisition. Lingua, 121, 591-604.
  • Muñoz, C. (2002) Relevance and potential of CLIL. In D. Marsh (ed) CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. (pp. 33-36) Brussels: The European Commission.
  • Muñoz, C. (2006) Accuracy orders, rate of learning and age in morphological acquisition. In C. Muñoz (ed) Age and the Rate of Foreign Language Learning. (pp. 107-125) Clevedon: Multilingual Matters.
  • Muñoz, C. (2007) CLIL: Some thoughts on its psycholinguistic principles. RESLA, Revista Española de Lingüística Aplicada, 20, 17-26.
  • Navés, T. & Victori, M. (2010) CLIL in Catalonia: An overview of research studies. In D. Lasagabaster & Y. Ruiz de Zarobe (eds) CLIL in Spain: Implementation, Results and Teacher Training. (pp. 30-54) Newcastle upon Tyne: Cambridge Scholars.
  • Ortega Durán, M. (2016) Crosslinguistic Influence in L2 English Oral Production: The Effects of Cognitive Language Learning Abilities and Input. Unpublished PhD dissertation. Department of Modern Language and Literatures and of English Studies, University of Barcelona (Spain).
  • Pawlak, M. (2008) The effect of corrective feedback on the acquisition of the English third-person –s ending. In D. Gabryć-Barker (ed) Morphosyntactic Issues in Second Language Acquisition. (pp. 187-202) Clevedon: Multilingual Matters.
  • Payant, C. & Kim, Y. (2019) Impact of task modality on collaborative dialogue among plurilingual learners: A classroom-based study. International Journal of Bilingual Education and Bilingualism, 22(5), 614-627.
  • Pérez-Cañado, M. L. (2012) CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
  • Pérez-Vidal, C. (2007) The need for Focus on Form (FoF) in Content and Language Integrated approaches: An exploratory study. RESLA, Revista Española de Lingüística Aplicada, 1, 39-45.
  • Pérez-Vidal, C. & Juan-Garau, M. (2010) To CLIL or not to CLIL? From bilingualism to multilingualism in Catalan/Spanish communities in Spain. In D. Lasagabaster & Y. Ruiz de Zarobe (eds) CLIL in Spain: Implementation, Results and Teacher Training. (pp. 115-139) Newcastle upon Tyne: Cambridge Scholars.
  • Pérez-Vidal, C. & Juan-Garau, M. (2011) Trilingual Primary Education in Catalonia. In I. Bangma, C. van der Meer & A. Riemersma (eds) Trilingual Primary Education in Europe: Some Developments with Regard to the Provisions of Trilingual Primary Education in Minority Language Communities of the European Union. (pp. 68-92) Leeuwarden: Fryske Akademy.
  • Pérez-Vidal, C. & Roquet, H. (2015) The linguistic impact of a CLIL Science programme: An analysis measuring relative gains. System, 54, 80-90.
  • Phinney, M. (1987) The Pro-Drop Parameter in second language acquisition. In T. Roeper & E. Williams (eds) Parameter Setting. (pp. 221-238) Dordrecht: D. Reidel.
  • Pica, T. (2002) Subject matter content: How does it assist the interactional and linguistic needs of classroom language learners? The Modern Language Journal, 86(1), 1-19.
  • Pladevall Ballester, E. (2012) Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research, 28(2), 217-241.
  • Pladevall Ballester, E. (2013) Adult instructed SLA of English subject properties. Canadian Journal of Linguistics,58(3), 465-486.
  • Prévost, P. & White, L. (2000) Missing surface inflection or impairment in second language acquisition? Evidence from tense and agreement. Second Language Research, 16, 103-133.
  • Rizzi, L. (1993) Some notes on linguistic theory and language development: The case of root infinitives. Language Acquisition, 3(4), 371-393.
  • Ruiz de Zarobe, Y. (1997) Comportamiento de los pronombres expletivos en inglés: Aspectos contrastivos entre la primera y la segunda lengua. Cuadernos de Investigación Filológica,23-24, 7-15.
  • Ruiz de Zarobe, Y. (1998) Uniformidad morfológica y adquisición de sujetos en inglés lengua extranjera. Langues et Linguistique, 24, 171-186.
  • Ruiz de Zarobe, Y. (2000) Concordancia copulativa, pronombres sujeto y adquisición de sistemas no-nativos. Linguistica XL, 2, 327-333.
  • Ruiz de Zarobe, Y. (2007) CLIL in a bilingual community: Similarities and differences with the learning of English as a foreign language. Vienna English Working Papers, 16(3), 47-52.
  • Ruiz de Zarobe, Y. (2008) CLIL and Foreign Language Learning: A longitudinal study in the Basque Country. International CLIL Research Journal, 1(1), 60-73.
  • Ruiz de Zarobe, Y. (2011) Which language competencies benefit from CLIL? An insight into applied linguistics research. In Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. (pp. 129-153) Bern: Peter Lang.
  • Ruiz de Zarobe, Y & Lasagabaster, D. (eds) (2010) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars.
  • San Isidro, X. (2010) An insight into Galician CLIL: Provision and results. In D. Lasagabaster & Y. Ruiz de Zarobe (eds) CLIL in Spain: Implementation, Results and Teacher Training. (pp. 55-78) Newcastle upon Tyne: Cambridge Scholars.
  • San Isidro, X. & Lasagabaster, D. (2019a) The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study. Language Teaching Research, 23(5), 584-602.
  • San Isidro, X. & Lasagabaster, D. (2019b) Code-switching in a CLIL multilingual setting: A longitudinal qualitative study. International Journal of Multilingualism, 16(3), 336-356.
  • Slabakova, R. (2008) Meaning in the Second Language. Berlin: Mouton de Gruyter.
  • Ting, T. (2011) CLIL and Neuroscience: How are they related? In Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. (pp. 75-101) Bern: Peter Lang.
  • Tsimpli, I. M. & Dimitrakopoulou, M. (2007) The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research, 23, 215-242.
  • Villarreal Olaizola, I. (2011) Tense and Agreement in the Non-Native English of Basque-Spanish Bilinguals: Content and Language Integrated Learners vs. English as a School Subject Learners. Unpublished PhD dissertation. Department of English and German, University of the Basque Country (Spain).
  • Villarreal Olaizola, I. & García Mayo, M. P. (2009) Tense and agreement morphology in the interlanguage of Basque/Spanish bilinguals: CLIL versus non-CLIL. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe. (pp. 157-175) Clevedon: Multilingual Matters.
  • White, L. (1986) Implications of parametric variation for adult second language acquisition: An investigation of the Pro-Drop Parameter. In V. Cook (ed) Experimental Approaches to Second Language Acquisition. (pp. 55-72) Oxford: Pergamon.
  • White, L. (1989) Universal Grammar and Second Language Acquisition. Amsterdam & Philadelphia: John Benjamins.
  • White, L. (2003a) Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology. Bilingualism: Language and Cognition, 6(2), 129-141.
  • White, L. (2003b) Second Language Acquisition and Universal Grammar. Cambridge: Cambridge University Press.
  • Zobl, H. & Liceras, J. (1994) Functional categories and acquisition orders. Language Learning, 44, 159-180
Fuente de los datos: Dialnet