¿Es efectiva la instrucción explícita? El aprendizaje de las estructuras nombre-nombre y adjetivo-nombre del inglés por escolares de L1 español

  1. Eduardo Gómez Garzarán
  2. Raquel Fernández-Fuertes
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Year of publication: 2020

Volume: 32

Issue: 2

Pages: 318-339

Type: Article

DOI: 10.1080/11356405.2020.1741872 DIALNET GOOGLE SCHOLAR lock_openUVADOC editor

More publications in: Culture and Education, Cultura y Educación


The relative order of constituents within determiner phrases (DP) in which the noun is modified by an adjective (AN) has traditionally been taught in English as an L2 subject in the Spanish context. This is not the case for the same type of phrase in which the N-head is modified by another N (NN). This study aims to assess the impact of direct instruction in English NNs as part of the school curriculum. Acceptability judgement data and production have been elicited from two groups of L1 Spanish-L2 English children living in Spain, one receiving explicit NN instruction and the other following the regular only-AN instruction. Results show an advancement of the instruction group not only in NNs but also in ANs. This has a double implication: that NNs and ANs might share a common morphosyntactic underlying structure and that explicit teaching of grammatical properties that are shared by different structures might result in better attainment.

Funding information


Bibliographic References

  • Bernstein, J. (1993). Topics in the syntax of nominal structure across Romance (Doctoral Dissertation).
  • Chomsky, N. (1993). A minimalist program for linguistic theory. In K.Hale, & S. J.Keyser (Eds.), The view from building 20. Essays in linguistics in honor of Sylvain Bromberger (pp. 1–52). Cambridge, MA: MIT Press.
  • Cinque, G. (1990, April). Agreement and head-to-head movement in the romance noun phrase . Paper presented at the XX Linguistic on the Romance Languages, Symposium conducted at the University of Ottawa.
  • Cinque, G. (2010). The syntax of adjectives . Cambridge, MA: MIT Press.
  • de Graaff, R. , & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. In M. H.Long, & C. J.Doughty (Eds.), The handbook of language teaching (pp. 726–755). Oxford: Blackwell.
  • DeKeyser, R. (2003). Implicit and explicit learning. In C.Doughty, & M.Long (Eds.), The handbook of second language acquisition (pp. 313–348). Oxford: Blackwell.
  • Demonte, V. (2008). Meaning-form correlations and adjective position in Spanish. In L. McNally, & P. Kennedy (Eds.), Adjectives and adverbs. Syntax, semantics and discourse (pp. 71–100). Oxford: Oxford University Press.
  • Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of relativization. Studies in Second Language Acquisition , 13, 431–469.
  • Ellis, N. (2008). Implicit and explicit knowledge about language. In J.Cenoz, & N. H.Hornberger (Eds.), Encyclopedia of language and education . (2nd ed., Vol. 6: Knowledge about Language, pp. 119–131). New York, NY: Springer US.
  • Ellis, R. (2009). Implicit and explicit knowledge in second language learning, testing and teaching . Bristol: Multilingual Matters.
  • Fernández-Fuertes, R. , Álvarez de la Fuente, E. , Parrado, I. , & Muñiz, S. (2008). La bici pirata se convierte en pirate bike o en bike pirate: La composición nominal en datos de adquisición de niños. In L.Pérez, I.Pizarro, & E.González-Cascos (Eds.), Estudios de Metodología de la Lengua Inglesa (Vol. IV, pp. 421–438). Valladolid: Centro Buendía, Universidad de Valladolid.
  • Gómez-Garzarán, E. (2017, May). English word order in adjective-noun strings and noun-noun compounds in the production of L1 Spanish children . Paper presented at the 35 AESLA International Conference. Jaén: University of Jaén.
  • Goo, J. , Granena, G. , Yucel, Y. , & Novella, M. (2015). Implicit and explicit instruction in l2 learning. Studies in Bilingualism , 48, 443–482.
  • Housen, A. , & Pierrard, M. (2005). Investigating instructed second language acquisition. In A.Housen, & M.Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 1–30). Berlin, New York NY: Mouton de Gruyter.
  • Hulk, A. , & Müller, N. (2000). Bilingual first language acquisition at the interface between syntax and pragmatics. Bilingualism: Language and Cognition , 3, 227–244.
  • Kayne, R. (1994). The antisymmetry of syntax . Cambridge, MA: MIT Press.
  • Krashen, S. D. (1981). Second language acquisition and second language learning . Oxford: Oxford University Press.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition . New York, NY: Pergamon.
  • Krashen, S. D. (1994). The input hypothesis and its rivals. In N.Ellis (Ed.), Implicit and explicit learning of language (pp. 45–77). London: Academic Press.
  • Krott, K. , Gagné, C. L. , & Nicoladis, E. (2008). How the parts relate to the whole: Frequency effects on children’s interpretations of novel compounds. Journal of Child Language , 36, 85–112.
  • Liceras, J. , & Díaz, L. (2001). Triggers in L2 acquisition: The case of Spanish NN compounds. Studia Linguistica , 54, 197–211.
  • Long, M. H. (1988). Instructed interlanguage development. In L.Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115–141). New York, NY: Newbury House.
  • Nicoladis, E. (2002). What’s the difference between ‘toilet paper’ and ‘paper toilet’? French-English bilingual children’s crosslinguistic transfer in compound nouns. Journal of Child Language , 29, 43–863.
  • Nicoladis, E. (2006). Cross-linguistic transfer in adjective-noun strings by preschool bilingual children. Bilingualism: Language and Cognition , 9, 15–32.
  • Nicoladis, E. , & Gavrila, A. (2015). Cross-linguistic influence in Welsh-English bilingual children’s adjectival constructions. Journal Child Language , 42, 903–916.
  • Norris, J. , & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning , 50, 417–528.
  • Orden EDU/1847/2007 . (2007). de 19 de noviembre, por la que se modifica la Orden EDU/6/2006, de 4 de enero por la que se regula la creación de secciones bilingües en centros sostenidos con fondos públicos de la Comunidad de Castilla y León. § BOCYL.
  • Orden EDU/6/2006 . (2006). de 4 de enero, por la que se regula la creación de secciones bilingües en centros sostenidos con fondos públicos de la Comunidad de Castilla y León. § BOCYL.
  • Piera, C. (1995). On compounding in English and Spanish. In H.Campos, & P.Kempchinsky (Eds.), Evolution and revolution in linguistic theory (pp. 302–315). Washington: Georgetown University Press.
  • Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory , 2, 88–94.
  • Reber, A. S. (1993). Implicit learning and tacit knowledge . Oxford: Clarendon.
  • Rizzi, S. , Arnaus Gil, L. , Repetto, V. , Müller, J. , & Müller, N. (2013). Adjective placement in bilingual Romance–Romance and Romance–German children with special reference to Romance (French, Italian and German). Studia Linguistica , 67, 123–147.
  • Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition , 18, 27–67.
  • Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness. In R.Schmidt (Ed.), Attention and awareness in foreign language teaching and learning (Tech. Rep. No. 9, pp. 1–63). Honolulu: University of Hawai’i at Manoa, Second Language Teaching and Curriculum Center.
  • Snyder, W. (2001). On the nature of syntactic variation: Evidence from complex predicates and complex word-formation. Language , 77, 324–342.
  • Spada, N. , & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning , 60, 263–308.
  • Trías, M. , & Villanueva, A. M. (2013). The compounding parameter in the acquisition of Spanish as a foreign language considering the influence of the mother tongue and the learning context. Colombian Applied Linguistics Journal , 15, 57–75.