Papers by Francisco Gallardo del Puerto
Languages, Dec 5, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Vigo international journal of applied linguistics, Jan 20, 2023
A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines... more A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others' language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners' ability to attend to language, and much less on the type of grammatical features they focus on in LREs. This study examines young EFL learners' (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.
Vigo international journal of applied linguistics, Jan 18, 2021
There is a wealth of studies on L2 English acquisition in CLIL contexts in Spain, but most have u... more There is a wealth of studies on L2 English acquisition in CLIL contexts in Spain, but most have underexplored the potential impact of CLIL in the longer run on the morphosyntax of earlier starters from monolingual regions. This paper fills this gap by exploring agreement morphology errors and subject omission in the oral production of Primary Education English learners from the Spanish monolingual community of Cantabria. The sample investigated consists of the individual narration of a story by learners in two age-matched (11-12 year-olds) groups, one CLIL (n=28) and one non-CLIL (n=35). The results show no statistically significant differences between both groups for the provision of specific linguistic features at a younger age, though some evidence also points to a subtle effect of additional CLIL exposure. Both groups show moderately low rates of null subjects; they omit affixal morphology (*he eat) significantly more frequently than suppletive inflection (*he _ eating) and they seldom produce commission errors (*they eats). Interestingly, non-CLIL learners show far greater rates of omission with auxiliary be than copula be and frequently use the placeholder is (*he is eat), which evinces an earlier stage of acquisition than that of CLIL learners.
ABSTRACT: This paper analyses the choice of sloppy and strict interpretations of reflexive anapho... more ABSTRACT: This paper analyses the choice of sloppy and strict interpretations of reflexive anaphora in verb phrase ellipsis from the perspective of Relevance Theory (RT) (Sperber and Wilson 1986, 1995, 2002, 2008; Wilson and Sperber 2002, 2004). Forty-four Spanish learners of English and 29 native speakers of English were administered two judgement tasks designed to gauge the effect of the Communicative Principle of Relevance on their interpretation of reflexive anaphora in bare, referential and non-referential contexts. Results showed that, in accordance with this principle, the sloppy interpretation is favoured in bare and non-referential contexts, while strict readings prevail in referential contexts, these preferences being less marked for L2 learners than for native speakers. Moreover, the sloppy interpretation is chosen more frequently when native speakers are given a non-referential context, whereas it decreases when L2 learners are provided with the very same context, indica...
The article analyses the implementation of Content and Language Integrated Learning (CLIL) progra... more The article analyses the implementation of Content and Language Integrated Learning (CLIL) programs in Spain designed to improve students' communicative competence in the foreign language. It shows an overview of the results of research carried out in Spain across different educational levels (primary, secondary and tertiary), distinguishing between those that analyse overall language competence in English and those that examine specific language competencies (lexical, phonetic, morphosyntactic, etc.). The authors conclude that CLIL results in better general language proficiency, but that gains in specific language areas are not so conclusive. In addition, they note that the research carried out at different educational levels is still extremely fragmentary and heterogeneous. In the light of this evidence, the authors suggest both a greater focus on form in the CLIL classroom and a more integrated approach to CLIL research across educational levels.
Abstract: This study aims at testing the effectiveness of additional CLIL (Content and Language I... more Abstract: This study aims at testing the effectiveness of additional CLIL (Content and Language Integrated Learning) exposure on the oral production of secondary school learners of English as a Foreign Language. CLIL learners, who had received a 30% increase in exposure by means of using English as a vehicular language, were compared to mainstream English students in a story-telling task. Analyses indicated that CLIL learners? productions were holistically perceived to exhibit better fluency, lexis and grammar while no differences were found as regards content and pronunciation. Besides, although Non-CLIL learners? productions were larger in quantity and longer in time, CLIL learners produced denser and more fluent narrations, as attested by their higher number of different words over total number of words, of words over turn, and of utterances over turn. Additionally, CLIL learners resorted to their first language to a lesser extent and demanded fewer vocabulary clarifications. Our...
ELIA: Estudios de Lingüística Inglesa Aplicada, Dec 19, 2017
ABSTRACT: The aim of the present study is to gain insight into the use of oral presentations in E... more ABSTRACT: The aim of the present study is to gain insight into the use of oral presentations in English in Higher Education. Thirty-five students, divided into two groups – Content-and-language-integrated learning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to perform an oral presentation in English, evaluate their peers’ and own presentations, and eventually assessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indicated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had improved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL set...
Este trabajo versa sobre la adquisicion del ingles como tercera lengua en el contexto escolar de ... more Este trabajo versa sobre la adquisicion del ingles como tercera lengua en el contexto escolar de la Comunidad Autonoma del Pais Vasco, en donde ya contamos con dos lenguas, el euskera y el castellano. Especificamente, aborda uno de los aspectos de la adquisicion de lenguas extranjeras: la pronunciacion. Mas concretamente, se centra en el estudio del componente segmental de la misma. En dicho estudio se investigan dos de las posibles variables que pueden incidir sobre la competencia fonetica en ingles: la edad de inicio con el ingles (4, 8 y 11 anos) y la lengua de mayor uso de nuestros participantes (euskera o castellano). Por otro lado, tambien se investiga de manera primordial la influencia de los sistemas foneticos nativos sobre el de la lengua meta. La revision teorica cubre cinco aspectos distintos: (1) el factor edad y su incidencia en el aprendizaje del componente fonetico de segundas lenguas; (2) la influencia de la primera lengua sobre la adquisicion de la percepcion y prod...
Miscelánea: A Journal of English and American Studies, 2019
This paper analyses the choice of sloppy and strict interpretations of reflexive anaphora in verb... more This paper analyses the choice of sloppy and strict interpretations of reflexive anaphora in verb phrase ellipsis from the perspective of Relevance Theory (RT) (Sperber and Wilson 1986, 1995, 2002, 2008; Wilson and Sperber 2002, 2004). Forty-four Spanish learners of English and 29 native speakers of English were administered two judgement tasks designed to gauge the effect of the Communicative Principle of Relevance on their interpretation of reflexive anaphora in bare, referential and non-referential contexts. Results showed that, in accordance with this principle, the sloppy interpretation is favoured in bare and non-referential contexts, while strict readings prevail in referential contexts, these preferences being less marked for L2 learners than for native speakers. Moreover, the sloppy interpretation is chosen more frequently when native speakers are given a non-referential context, whereas it decreases when L2 learners are provided with the very same context, indicating that ...
International Journal of English Studies, 2017
This paper explores whether language typology plays any role in lexical availability and spelling... more This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the ‘total number of words’ and the ‘total number of words containing spelling mistakes’ per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy.
Content and Foreign Language Integrated Learning
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Papers by Francisco Gallardo del Puerto