Search

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.

Recent research examining adult and young learners have concluded that pairing method (self-selected vs. proficiency-matched pairings) may affect learning opportunities operationalized as language-related episodes (LREs). But how it influences previously known language (PKL) use during task-based interaction is an under researched topic. This study sets out to explore whether the pairing method (self-selected vs. proficiency-matched pairings) during speaking and speaking+writing tasks completed by 10 to 11-year-old children has an effect on the amount and functions of PKLs. The study found that, in both tasks, self-selected pairs generated a greater amount of two functions: minor turns and vocabulary discussions. In the speaking+writing task specifically, self-selected pairs had greater PKL and greater off-task talk. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Applied Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)