The –s morpheme in CLIL and EFL: DP structure and time/untimed tasks

• Toquero Unanue, Jasna ^[1] ; García-Mayo, María del Pilar ^[2]
  1. [1] Ekialdea State High School
  2. [2] University of the Basque Country/Euskal Herriko Unibertsitatea
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 43, 2025, págs. 183-198
• Idioma: inglés
• DOI: 10.30827/portalin.vi43.30409
• Títulos paralelos:
  • El morfema –s en AICLE e ILE: La estructura de la DP y las tareas con/sin límite de tiempo
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este trabajo investigó si el tipo de instrucción (AICLE versus ILE) y la cantidad de exposición a la lengua extranjera tienen algún efecto en la comprensión y la producción escrita del morfema de tercera persona de singular en inglés (-s). Además, también estudió si la separación del núcleo del sintagma nominal (que determina la concordancia de número y persona) de la categoría Tiempo podría ser una variable que afecte la comprensión de dicho morfema. Veintiséis aprendices de ILE (entre 15-16 años) completaron una tarea de juicio de aceptabilidad y otra de rellenar el huecos con y sin límite de tiempo. A diferencia de lo que se esperaba, no hubo diferencias significativas entre los dos grupos en ninguna de las tareas. Además, los resultados parecen indicar que el alumnado ILE obtuvo resultados generales mejores que el alumnado AICLE. Finalmente, se confirmó parcialmente la hipótesis de que la separación entre el núcleo y Tiempo tiene importancia en la comprensión del morfema –s.

  • English

    This study investigated whether type of instruction (CLIL versus EFL) and different amount of exposure have any effect on the comprehension and written production of the English 3rd person singular –s morpheme. Furthermore, it examined whether separation of the head noun determining number and person agreement from abstract should be in the language chosen to write the manuscript. Tense might be a variable that could affect the comprehension of that morpheme. Twenty-six Spanish EFL learners (age range 15-16) completed an Acceptability Judgment Task and a Fill-in the Gaps Task in a timed and untimed mode. Contrary to expectations, no significant differences were found between the two groups in the four tasks. Moreover, results seemed to suggest that EFL learners performed better overall than their counterparts. Finally, the hypothesis that the separation of the head noun from Tense could be a factor playing a role in the comprehension of the –s morpheme was partially confirmed.

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