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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Contemporary approaches to second language acquisition Verspoor, Marjolijn; VanPatten, Bill; Zhao, Xiaowei. - Amsterdam : Benjamins, 2014 BLLDB UB Frankfurt Linguistik Show details 2 Dictogloss and the production of the English third person '–s' by CLIL and mainstream EFL learners: A comparative study Basterrechea, María; García Mayo, María del Pilar In: International Journal of English Studies; Vol. 14 No. 2 (2014): Open Issue; 77-98 ; International Journal of English Studies; Vol. 14 Núm. 2 (2014): Open Issue; 77-98 ; 1989-6131 ; 1578-7044 (2014) Abstract: This study compares focus on form in Content and Language Integrated Learning (CLIL) and mainstream English as a Foreign Language (EFL) contexts in the production of a specific morphological feature, the English 3rd person singular present tense marker –s. Research conducted in CLIL contexts to date examining morphosyntactic features has yielded disparate results. Thus, little is known about how this methodology affects learners’ attention to form while completing a dictogloss task (Wajnryb, 1990). In the study 116 adolescent learners (CLIL, n = 54; mainstream EFL, n= 62) in the Basque Autonomous Community completed a dictogloss collaboratively and individually. Results showed that CLIL learners noticed and produced more instances of the 3rd person singular -s than mainstream learners, but not in a significant manner, and that those working in pairs in the CLIL group obtained significantly better results. ; El presente estudio compara atención a la forma en contextos de Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) e Inglés como Lengua Extranjera (ILE) en la producción de una marca morfológica concreta, la –s de la tercera persona del singular del presente simple del inglés. La investigación llevada a cabo en contextos AICLE sobre provisión de marcas morfológicas concretas no ha sido concluyente. En este sentido, se sabe muy poco acerca de si esta aproximación metodológica afecta a la atención a aspectos formales por parte de los aprendices que completan una dictoglosia (Wajnryb, 1990). Ciento dieciséis aprendices adolescentes (AICLE, n=54; ILE, n=62) de la Comunidad Autónoma Vasca completaron una dictoglosia en grupo o de forma individual. Los resultados del estudio demostraron que los aprendices AICLE produjeron la marca morfológica más frecuentemente que los alumnos ILE, pero no de forma significativa, y que los alumnos que trabajaron de forma colaborativa en el grupo AICLE obtuvieron resultados significativamente superiores. Keyword: Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE); Atención a la forma; collaborative work; Content and Language Integrated Learning (CLIL); dictoglosia; dictogloss; English 3rd person singular '–s'; Focus on form; tercera persona del singular del presente simple del inglés; trabajo colaborativo URL: https://revistas.um.es/ijes/article/view/j.177321 https://doi.org/10.6018/j.177321 BASE Hide details 3 Dictogloss and the production of the English third person '–s' by CLIL and mainstream EFL learners: A comparative study Basterrechea, María; García Mayo, Pilar. - : Murcia: Universidad de Murcia, Editum, 2014 BASE Show details 4 Investigating L2 spoken syntax : a usage-based perspective Weinert, Regina; Basterrechea, María; García Mayo, María del Pilar In: Contemporary approaches to second language acquisition (Amsterdam, 2013), p. 153-176 MPI für Psycholinguistik Show details 5 Investigating L2 spoken syntax: A Usage-based perspective Garcia Mayo, Pilar; Weinert, Regina; Basterrechea, Maria. - : John Benjamins Publishing Company, 2013 BASE Show details

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