Francisco Gallardo-Del-Puerto
Biographic Data
| ID | 3531417 |
|---|---|
| NAME | Francisco Gallardo-Del-Puerto |
| GIVEN NAMES | Francisco |
| FAMILY NAME | Gallardo-Del-Puerto |
| SIGNATURE | GALLARDO-DEL-PUERTO F |
| AFFILIATIONS | Universidad de Cantabria |
| ORCID | 0000-0001-8578-9861 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
L2 English Pronunciation Motivation among Spanish Young Learners
Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such diffe…
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
Peer-to-peer interaction research contends that learning stems from both language-related episodes (LREs), which feature overt discussions about the language, and overall peer-to-peer interaction that does not focus on the language itself. However, most studies examining language gains have centred on the former and the extent to which learning can occur without paying joint attention to the language (i.e. implicitly) remains under-researched, es…
The effect of gender (mis)match on the interpretation of English reflexive pronouns in cases of VP-ellipsis by native and non-native speakers of English
This paper aims to investigate the effect of both gender (mis)match and the direction of the gender mismatch on the interpretation of English reflexive pronouns in cases of VP-ellipsis by native speakers of English and L1 Spanish learners of English with different proficiency levels (intermediate, upper intermediate and advanced). Results showed that native speakers of English tend to prefer the sloppy reading over the strict one and are sensitiv…
EMI students’ expectations, awareness and learning practices in relation to English pronunciation
The present study explored views on English pronunciation of a group of tertiary students on history and economics undergraduate courses which used English as a vehicular language. More specifically, the students completed a questionnaire on their pronunciation expectations in their current undergraduate courses, their self-awareness about their own pronunciation as well as their English pronunciation practices and how relevant they consider Engl…
A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings
Second language speech perception and production remain an enduring concern in second language acquisition, as research evidence seems to suggest that there is not a straightforward correspondence between these two speech domains and that their interrelationship seems to be of a complex nature. The present proposal intends to contribute to the inspection of such a relationship by observing the development of perception and production skills of En…
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
Introduction
This is an introduction to an edited volume on L1 use in content-based and CLIL settings. The aim of the volume is to fill in the gaps in the literature on L1 use in content-based and CLIL settings so that language teachers and policy-makers are able to make effective and informed decisions as to how to best accommodate the use of non-target languages in content-based education
Target language proficiency and reported use of compensatory strategies by young CLIL learners
Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners …
The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges
The capacity of non‐native evaluators to perform foreign accent ( FA ) judgments has been questioned. This study explores differences between linguistically trained non‐native judges ( NNJs ) who are teachers of E nglish familiar with the students' L 1s and naïve native judges ( NJs ) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irrita…
L2 English Receptive and Productive Vocabulary in Senior Learners
This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginne…
Is L3 Phonological Competence Affected by the Learner's Level of Bilingualism
Research on the effect of bilingualism on third language acquisition was initially set in the framework of the study of potential differences between monolinguals acquiring a second language and bilinguals learning a third language. However, many authors have already started to concentrate on third language acquisition itself, and have investigated if there are any differences with regard to target language competence as a function of certain cha…
Is L3 Phonological Competence Affected by the Learner's Level of Bilingualism
Research on the effect of bilingualism on third language acquisition was initially set in the framework of the study of potential differences between monolinguals acquiring a second language and bilinguals learning a third language. However, many authors have already started to concentrate on third language acquisition itself, and have investigated if there are any differences with regard to target language competence as a function of certain cha…
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges
The capacity of non‐native evaluators to perform foreign accent ( FA ) judgments has been questioned. This study explores differences between linguistically trained non‐native judges ( NNJs ) who are teachers of E nglish familiar with the students' L 1s and naïve native judges ( NJs ) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irrita…
Is L3 Phonological Competence Affected by the Learner's Level of Bilingualism
Research on the effect of bilingualism on third language acquisition was initially set in the framework of the study of potential differences between monolinguals acquiring a second language and bilinguals learning a third language. However, many authors have already started to concentrate on third language acquisition itself, and have investigated if there are any differences with regard to target language competence as a function of certain cha…
L2 English Receptive and Productive Vocabulary in Senior Learners
This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginne…
The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges
The capacity of non‐native evaluators to perform foreign accent ( FA ) judgments has been questioned. This study explores differences between linguistically trained non‐native judges ( NNJs ) who are teachers of E nglish familiar with the students' L 1s and naïve native judges ( NJs ) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irrita…
Introduction
This is an introduction to an edited volume on L1 use in content-based and CLIL settings. The aim of the volume is to fill in the gaps in the literature on L1 use in content-based and CLIL settings so that language teachers and policy-makers are able to make effective and informed decisions as to how to best accommodate the use of non-target languages in content-based education
Target language proficiency and reported use of compensatory strategies by young CLIL learners
Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners …
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings
Second language speech perception and production remain an enduring concern in second language acquisition, as research evidence seems to suggest that there is not a straightforward correspondence between these two speech domains and that their interrelationship seems to be of a complex nature. The present proposal intends to contribute to the inspection of such a relationship by observing the development of perception and production skills of En…
The effect of gender (mis)match on the interpretation of English reflexive pronouns in cases of VP-ellipsis by native and non-native speakers of English
This paper aims to investigate the effect of both gender (mis)match and the direction of the gender mismatch on the interpretation of English reflexive pronouns in cases of VP-ellipsis by native speakers of English and L1 Spanish learners of English with different proficiency levels (intermediate, upper intermediate and advanced). Results showed that native speakers of English tend to prefer the sloppy reading over the strict one and are sensitiv…
EMI students’ expectations, awareness and learning practices in relation to English pronunciation
The present study explored views on English pronunciation of a group of tertiary students on history and economics undergraduate courses which used English as a vehicular language. More specifically, the students completed a questionnaire on their pronunciation expectations in their current undergraduate courses, their self-awareness about their own pronunciation as well as their English pronunciation practices and how relevant they consider Engl…
L2 English Pronunciation Motivation among Spanish Young Learners
Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such diffe…
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
Peer-to-peer interaction research contends that learning stems from both language-related episodes (LREs), which feature overt discussions about the language, and overall peer-to-peer interaction that does not focus on the language itself. However, most studies examining language gains have centred on the former and the extent to which learning can occur without paying joint attention to the language (i.e. implicitly) remains under-researched, es…
Psychology (9 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (7 works) · Second Language Acquisition and Learning (7 works) · Second Language Learning and Teaching (7 works) · Mathematics education (6 works) · Foreign language (5 works) · Computer Science (3 works) · English as a foreign language (2 works) · Exploratory research (2 works)