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2015-05-26

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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/163514

Vocabulary learning at primary school: comparing EFL and CLIL

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Recurs relacionat

https://doi.org/10.1080/13670050.2015.1035227

Resum

Comparative studies on CLIL (Content Language Integrated Learning) often show an advantage in favor of CLIL vs. non-CLIL students. However, oftentimes studies are difficult to interpret because the hours of instruction between the groups under comparison tend to be quite different. This study focuses on a single group of students (n=22) aged 8 who were exposed to EFL instruction in the Fall term and to CLIL instruction (Science) in the Winter term. The major objectives are to analyse the vocabulary in the materials that were used in class and to examine gains in productive lexical knowledge. Results show that students were exposed to a greater amount of words and to more abstract and technical vocabulary in the CLIL materials and that they made significant progress in vocabulary learning in both contexts. The study also reveals that learning English through Science proved to be a more challenging experience than learning the foreign language in the English class.

Matèries

Ensenyament de llengües, Anglès, Educació primària, Aprenentatge integrat de continguts i llengües estrangeres, Interacció educativa

Matèries (anglès)

Language teaching, English language, Primary education, Content and Language Integrated Learning, Interaction analysis in education

Citació

Col·leccions

Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

Citació

TRAGANT MESTRES, Elsa, et al. Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism. 2015. Vol. 19, num. 5, pags. 579-591. ISSN 1367-0050. [consulted: 4 of August of 2026]. Available at: https://hdl.handle.net/2445/163514

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