This study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language
conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a
significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs
depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written
productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this
observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The
findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.
Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008;
Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method
is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to
the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an
interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th
year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper
reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are
based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy
in the phrasicon of CLIL learners.
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