Publications

This study investigated whether type of instruction (CLIL versus EFL) and different amount of exposure have any effect on the comprehension and written production of the English 3^rd person singular –s morpheme. Furthermore, it examined whether separation of the head noun determining number and person agreement from Tense and error type (omission vs commission) might be variables that could affect the comprehension of that morpheme. Twenty-six Spanish EFL learners (age range 15-16) completed an Acceptability Judgment Task and a Fill-in the Gaps Task in a timed and untimed mode. Contrary to expectations, no significant differences were found between the two groups in the four tasks. Moreover, results seemed to suggest that EFL learners performed better overall than their counterparts. Finally, the hypothesis that the separation of the head noun from Tense could be a factor playing a role in the comprehension of the –s morpheme was partially confirmed.

Key words: CLIL, EFL, -s morpheme, timed/untimed tasks, DP structure