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The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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sj-docx-1-ijb-10.1177_13670069211056740 – Supplemental material for The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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sj-pdf-2-ijb-10.1177_13670069211056740 – Supplemental material for The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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sj-docx-1-ijb-10.1177_13670069211056740 – Supplemental material for The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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sj-pdf-2-ijb-10.1177_13670069211056740 – Supplemental material for The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ...
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How L2 English children deal with the semantic and syntactic dimension of phrasal verbs
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Bilingual acquisition data: longitudinal corpus_FerFuLice dataset
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English subjects in the linguistic production of L1 Spanish, L1 Bosnian and L1 Danish speakers: typological similarity and transfer
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The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data
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A comparative approach between the autonomous communities of Castile and León and Madrid: CLIL students' lexical and syntactic accuracy in L2 English written production
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Abstract:
The aim of this dissertation is to account for the differences between the autonomous communities of Castile and León and Madrid in terms of their CLIL (Content and Language Integrated Learning) secondary education students’ written English language skills. Specifically, the data obtained have been evaluated considering the production rate, the correctness rate, the lexical variety and the incorrectness types (spelling, lexical, syntactic, and category omission incorrectness) rates which each group has presented in their productions. The results obtained show that no big differences between the Madrid group and the Castile and León group appear. This means that, even though their study programs differ, the effectiveness of the teaching methodologies followed in both autonomous communities seem to lead to very similar results. ; El objetivo de este Trabajo de Fin de Grado consiste en explicar las diferencias en el nivel de expresión escrita en lengua inglesa de los estudiantes AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) de Educación Secundaria Obligatoria de las comunidades autónomas de Castilla y León y Madrid. En concreto, se han analizado la tasa de producción, la tasa de corrección, la variedad léxica y las tasas de cada tipo de incorrección (ortográfica, léxica, sintáctica y de omisión de categorías gramaticales) que cada grupo ha presentado. En términos generales, los resultados del estudio demuestran que no existen grandes diferencias entre el grupo de Madrid y el de Castilla y León. Por lo tanto, las metodologías docentes seguidas en ambas comunidades autónomas, si bien difieren en una serie de parámetros, parecen dar resultados similares. ; Departamento de Filología Inglesa ; Grado en Estudios Ingleses
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Keyword:
5701.11 Enseñanza de Lenguas; AICLE; Castile and León; CLIL; Madrid; Producción escrita; Written production
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URL: https://uvadoc.uva.es/handle/10324/52185
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Bilingual and monolingual children's acquisition of Spanish dative alternation structures: order of acquisition and adult input effects
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The acquisition of “ser” and “estar” in 2L1 English-Spanish data
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An analysis of theta roles in aphasic speakers’ speech production
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The analysis of English sentential subjects in the spontaneous production of English/Spanish simultaneous bilingual children
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Where the eye takes you: the processing of gender in codeswitching
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Where the Eye Takes You: the Processing of Gender in Codeswitching
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 18, Nº. 1, 2019, pags. 1-17 (2019)
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Bilingualism as a first language: language dominance and crosslinguistic influence
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