CLIL and Productive Vocabulary Acquisition in the Czech Context

Reynaert, Barbora

doi:10.7575/aiac.alls.v.10n.4p.153

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…This statement was the most preferred, indicating that all students agreed that critical reading material could stimulate the learning to be more extensive and have a varied vocabulary. Gierlinger and Wagner (2016) and Reynaert (2019) found that CLIL classrooms could benefit learners in their acquisition of vocabulary in the target language. Implicitly, the highest need for integrating the CLIL principle into critical reading material can be seen in the visible growth in receptive and productive vocabulary (Karabassova, 2018).…”

Section: Student Perceptions Of Clil-based Critical Readingmentioning

confidence: 99%

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

Fitrawati

Syarif

Zaim

et al. 2023

Indonesian J. Appl. Linguist.

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Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.

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Section: Student Perceptions Of Clil-based Critical Readingmentioning

confidence: 99%

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

Fitrawati

Syarif

Zaim

et al. 2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

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Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia

Vraciu

Marsol

2023

Language Teaching Research

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The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10–11 years. Vocabulary learning was measured by means of ad hoc tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results indicate that CLIL instruction positively impacted children’s depth and breadth of content-specific vocabulary knowledge. More specifically, the children experienced a significant improvement both in their receptive and productive knowledge of word meaning and form with regard to content-specific lexis. Moreover, with regard to children’s productive vocabulary knowledge as elicited through a written content task, statistical improvement was found in terms of lexical diversity and sophistication, but not lexical density. We argue for the need to use input profiled assessment instruments to appraise L2 vocabulary gains in CLIL.

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Productive vocabulary learning in pre-primary education through soft CLIL

2022

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Sample of basic curriculum words receptive test The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same learners over the same period of time. Additionally, word frequency effects are studied. A 6-month longitudinal study was conducted with Catalan and Spanish bilingual EFL learners (N = 155) aged 4 and 5. Through the programme, two curricular units traditionally taught in the learners’ mother tongue were worked on through a soft CLIL approach. Learners were administered a general vocabulary pre-test, and by the end of the intervention, receptive and productive vocabulary tests were given to the students, including the target words presented in the soft CLIL sessions. Positive trends were found in productive vocabulary learning, which may eventually turn into significant differences over a longer treatment period. A significant frequency effect was observed, as there was a higher recollection rate of higher-frequency words. When comparing receptive and productive vocabulary results, statistically significant higher scores were reported in receptive tests than in productive ones.

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CLIL and Productive Vocabulary Acquisition in the Czech Context

Cited by 3 publications

References 11 publications

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia

Productive vocabulary learning in pre-primary education through soft CLIL

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