Amparo Lázaro-Ibarrola- PhD. in Linguistics
- Professor at Public University of Navarre
Amparo Lázaro-Ibarrola
- PhD. in Linguistics
- Professor at Public University of Navarre
Full Professor at the Public University of Navarre.
Researcher in Second Language Acquisition
About
43
Publications
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Introduction
Amparo Lázaro-Ibarrola is a Full Professor at the Public University of Navarre. Her research focuses on second language acquisition in instructed educational settings, particularly with young populations. Through her work, she aims to bridge the gap between research and teaching practice.
Current institution
Publications
Publications (43)
Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is, exposure to English outside of school via informal activi...
Writing and speaking, considered the productive skills, have traditionally been studied in isolation in second language acquisition research. However, these two skills are interwoven in collaborative writing (CW) tasks. In CW, the process of writing a text, traditionally considered a solitary task (Ĺazaro-Ibarrola, 2023; Storch, 2005), is carried...
Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE)...
Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three...
Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this co...
Preliminary studies suggest a positive effect of Content and Language Integrated Learning (CLIL) on young learners’ (YLs) L2 motivation. However, much more research with larger samples is necessary to gain a more detailed understanding of the interaction between CLIL exposure and L2 motivation. This study specifically explores the effect of differe...
The recent surge in studies on collaborative writing (CW) has provided valuable insights into the product and process of writing. When writing together, adults tend to produce better texts and generate and resolve a large number of language-related episodes (LREs). Also, analyses of the dialogues of collaborative writers show that learners are able...
Model texts in the context of collaborative writing with young learners (YLs) have been shown to promote noticing and incorporation of features in students' subsequent drafts. However, few studies have analysed the quality of the drafts and even fewer have considered task motivation, despite its great impact on task completion.
To fill in these gap...
L2 writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and few have compared d...
Findings from task-supported interaction with adult populations have often been transferred to children with little to no modification. When (considerable) differences have been identified, adult and children interactions were analysed while performing different tasks or at different proficiency levels. This article attempts to provide a more relia...
Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding...
Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally...
When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working i...
Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young...
Although adult and child differences have been a central issue in Second Language Acquisition (SLA) little is still known about the relationship between age and interaction. Within the interactionist framework, whose main claim is that conversation, especially when it generates negotiation of meaning, facilitates learning, researchers have suggeste...
It has been claimed that the repetition of the same task type with different content, known as procedural repetition (PR), seems to offer opportunities to focus on form and develop syntactic complexity. At the same time, PR is common and deemed appropriate for the language classroom. This quasi-experimental study explores the effects of PR on the o...
Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of...
This study compares the linguistic abilities of CLIL and EFL learners regarding their need for repair sequences, their ability to avoid L1 use and their production of discourse markers while narrating stories in English. Data were collected from a CLIL and an EFL group (n. 15 and 11) of (Spanish/Basque) adolescents narrating a story twice over a tw...
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (a...
Teaching vocabulary in semantically related sets is common practice among EFL teachers. The present study tests the effectiveness of this method by comparing it to the alternative technique: presenting vocabulary in an unrelated way. In the study two intact classes of Spanish learners of English in high-school were presented with a set of unrelated...
This study compares the effectiveness and classroom appropriateness of two correction strategies (reformulation and self-correction) for EFL writing with a school group of 16 Spanish learners of English. The study examines the reduction of errors in students' drafts through a writing-correction-rewriting task which includes: (i) a reformulation ses...
A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL) when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on...
This paper seeks to explore the effects of Content and Language Integrated Learning (CLIL) instruction on the oral production of 15 high-school learners who were recorded while narrating the same story at two different points in time (at age 13 and at age 15). The students were Basque-Spanish bilinguals and received both regular English as a foreig...
A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL) when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on...
This is a report on a specific methodological intervention to improve the pronunciation of 15 Spanish students of English. For 14 weeks, the students were trained in the imitation of English recordings (from films and TV series). One initial (at week 1) and one final (at week 14) imitation, as well as a free speech delivered by every student (at we...
Modelled on recent works on reformulation, a correction strategy for foreign writing (Adams, 2003; Sachs and Polio, 2007; Swain and Lapkin, 2002 inter alia), we carried out a pilot study with two 16-year-old Spanish students of English. Unlike previous works, (i) a second correction strategy, self-correction, was used and (ii) the study was carried...
ABSTRACT: Over the last decade, Spanish EFL classrooms have changed dramatically: the onset age has gone down and the number of English sessions per week has increased. However, these changes have not always been accompanied by new teaching· practices. A strong deficiency is the entire lack of method to assist Spanish children in EFL reading, which...
This study investigates the status of subject pronouns in the English interlanguage of Basque-Spanish bilinguals from a minimalist perspective. The oral production of 20 participants was analyzed at two different points in their acquisition of English (Time 1:396 hours of exposure; Time 2:564 hours of exposure). The pronoun he, systematicaily adjoi...
El objetivo de este trabajo es dar cuenta del papel de la forma is a la hora de proyectar una oración en la gramática inglesa no nativa de niños bilingües euskera/castellano. Además, daremos cuenta de un tipo concreto de estructura que consiste en la inserción de la forma is ante un verbo léxico sin ninguna marca de flexión, como mostramos en (1),...
In this article we provide an explanation for 2 syntactic phenomena whose systematic production has been observed in the English nonnative grammar of 3 different age groups of 58 bilingual (Basque/Spanish) children after 4 years of exposure to English in a formal setting: (a) insertion of is before a lexical verb and (b) insertion of a subject pers...
En este trabajo se da cuenta de la adquisición de la morfosintaxis del inglés como tercera lengua por niños bilingües (euskera-castellano) de diferentes edades. Concretamente el análisis se limita a la construcción de la categoría funcional ST, dando cuenta de cómo se ajustan a esta categoría las realizaciones morfológicas concretas del inglés: be,...
Thesis (M.A.)--University of Ottawa, 2000. Includes bibliographical references. Includes abstract in English.
