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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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Abstract:
English phrasal verbs pose a problem for L2 English learners. This study focuses on how L1 Spanish children deal with the use of phrasal verbs through the analysis of data collected from three different tasks and presented to two different groups of child learners. Both groups belong to the CLIL educational program and differ from each other because Group 1 has received extracurricular English classes while Group 2 has not. Results show that no meaningful differences appear across the two participants groups despite the greater exposure to English in the case of Group 1. After analyzing the results of both groups, it can be said that they have more problems with the syntactic dimension of phrasal verbs than with the semantic dimension since it is less difficult for them to guess the correct meaning of a phrasal verb, than detecting the change of order of the particle. ; Los verbos frasales ingleses suponen un problema para los estudiantes de inglés como segunda lengua. Este estudio se centra en cómo estos niños nativos de español se enfrentan a la utilización de los verbos frasales a través del análisis de los datos recogidos de tres tareas diferentes y presentadas a dos grupos distintos de alumnos. Ambos grupos pertenecen al programa educativo AICLE y se diferencian entre sí porque el Grupo 1 ha recibido clases de inglés extraescolares mientras que el Grupo 2 no. Se ha demostrado que los resultados no han sido demasiado significativos a pesar de la mayor exposición al inglés del Grupo 1. Después de analizar los resultados de ambos grupos, se puede decir que ellos muestran más problemas con la dimensión sintáctica de los verbos frasales que con la dimensión semántica ya que les resulta menos complicado adivinar el significado correcto de un verbo frasal, que detectar el cambio de orden de la partícula. ; Departamento de Filología Inglesa ; Grado en Estudios Ingleses
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Keyword:
5701.11 Enseñanza de Lenguas; difficulty; dificultad; dimensión semántica; dimensión sintáctica; estudiantes de inglés como segunda lengua; L1 Spanish children; L2 English learners; niños nativos de español; Phrasal verbs; semantic dimension; syntactic dimension; Verbos frasales
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URL: https://uvadoc.uva.es/handle/10324/51406
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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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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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