ABSTRACT 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.

中文翻译：

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明确的指示有效吗？L1西班牙小学生对英语名词-名词和形容词-名词结构的学习（西班牙语为escolares de L1西班牙西班牙语）

摘要传统上，在西班牙语环境中，以英语作为第二语言的科目，讲授了确定语词组（DP）中各成分的相对顺序，在该短语中，名词被形容词（AN）修饰。对于其中N头被另一个N（NN）修饰的相同类型的短语而言，情况并非如此。这项研究旨在评估直接教学对英语NN的影响，并将其作为学校课程的一部分。从居住在西班牙的两组L1西班牙语-L2英语儿童中得出可接受性判断数据和结果，一组接受显式NN指令，另一组遵循常规的仅AN指令。结果表明，不仅在神经网络中，而且在神经网络中，指令组都有进步。这有双重含义：