期刊名称：Studies in Second Language Learning and Teaching
印刷版ISSN：2083-5205
电子版ISSN：2084-1965
出版年度：2020
卷号：10
期号：3
页码：473-500
DOI：10.14746/ssllt.2020.10.3.4
语种：English
出版社：Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University
摘要：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.
关键词：CLIL;task-modality;use of previously known languages;task-based interaction
