Eduardo Gómez Garzarán- PhD in Applied Linguistics. Bachelor of Arts - English Philology, Three-year Degree in English Teaching as a Second Language for Primary Education
- Adjunct professor; research group (UVALAL) member. PhD. at University of Valladolid
Eduardo Gómez Garzarán
- PhD in Applied Linguistics. Bachelor of Arts - English Philology, Three-year Degree in English Teaching as a Second Language for Primary Education
- Adjunct professor; research group (UVALAL) member. PhD. at University of Valladolid
Primary teacher-Ave María School; Adjunct professor-University of Valladolid & Miguel de Cervantes European University
About
8
Publications
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Introduction
Eduardo Gómez Garzarán currently works at Ave María School in Valladolid as the coordinator of the Spanish-English bilingual section and as a full time teacher in Primary Education. He also works as an assistant professor at the University of Valladolid, where he does research in Language Education at the Department of English Philology as a member of the UVaLAL.
Current institution
Additional affiliations
September 2006 - May 2020
Colegio Ave María, Valladolid, Spain
Position
- Coordinator of Bilingual Program
Description
- Coordinator of the English-Spanish Bilingual program and responsible for the English subject in the Primary Level. Teacher of English as a second language, Natural and Social Sciences, and Arts.
Education
September 2009 - June 2011
September 2003 - June 2006
September 1999 - September 2003
Publications
Publications (8)
This study examines child L2 English experimental production to address whether language mode (i.e., oral versus written) helps shape the interplay between explicit instruction and length of exposure and the role they have in L2 attainment. English noun-noun compounds (NNs) are targeted given the different productivity and word-order configuration...
The study focuses on the interaction between length of exposure and instruction in the L2 English acquisition process of L1 Spanish school children. Two target structures involving noun premodification are targeted: noun–noun (NN) compounds and adjective–noun (AN) strings. Four groups of participants have been studied for 3 years: a group that has...
The modification of a noun by another noun (e.g. paper plane) is not part of the English curriculum in Spanish schools. This is so in spite of the presence these structures have in the textbooks used both in the English subjects as well as in the content subjects taught in English. We have analyzed the noun-noun constructions (NN compounds) produce...
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 inst...
This Special Issue, entitled Formal and Methodological Approaches to Applied Linguistics, brings together recently published papers on various aspects of applied linguistics presented at the AESLA37 (Spanish Society of Applied Linguistics) conference in Valladolid held on 27–29 March 2019 [...]
This poster tries to answer the following question: will the explicit teaching of nominal compounds have an impact not only on the learning of these structures but also on the learning of determiner phrases with an adjective modifying a noun, given the analogous syntactic structure present in both structures? The participants of this study are 96 L...
This poster assesses how L1 Spanish children learning L2 English in a formal educative context deal with the word order difference between English and Spanish when using English regarding nominal compounds and determiner phrases in which a noun is modified by an adjective. The instruction participants receive for each of these structures as well as...
