Vocabulary in CLIL and in Mainstream Education

Merikivi, Riika; Pietilä, Päivi

doi:10.4304/jltr.5.3.487-497

Cited by 19 publications

(12 citation statements)

References 31 publications

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“…The 10000 word level contains low-frequency items. L2 learners within 10000 word level can be considered proficient as he can read practically any texts, apart fromspecialized materials, without major difficulty (Merikivi and Pietilä, 2014). Finally, the academic word level is based on Coxhead's (2000) Academic Word List.…”

Section: The Vocabulary Levels Testmentioning

confidence: 99%

Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

Kırmızı

2014

WJE

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The purpose of this study was to investigate Vocabulary Learning Strategy (VLS) use of English Language and Literature Department students in relation to academic success and vocabulary size. The participants of the study are 213 English Language and Literature students. Two data collection tools were used in the study. The first tool was theVocabulary Learning Strategy (VLS) questionnaire which was adapted from by Gu & Johnson (1996), and the second data collection tool was a Vocabulary Level Test (VLT) developed by Nation (1983).Descriptive statistics were conducted in order to measure the level of vocabulary learning strategy (VLS) use and vocabulary size of the participants. In addition, correlation analysis was carried out in order to see which VLSs are more frequently used by low, middle and upper level vocabulary size students. The results indicated that the participants have a high level of vocabulary size for 2000 word level, 3000 word level, and academic word levels, a moderate level of vocabulary size for 5000 word level and a low level in 10000 word level. The participants were found to have a moderate level of vocabulary learning strategy use. The study also found that 3 rd grade students had larger vocabulary size in terms of 2000, 3000 and academic vocabulary level. As for the vocabulary strategy use, 3 rd grade students were found to use bottom-up strategies and note-taking strategies more frequently than 2 nd grade students. Finally, correlation analysis revealed that bottom-up strategies, using linguistic clues, and top-down strategies significantly correlated with academic success.

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Section: The Vocabulary Levels Testmentioning

confidence: 99%

Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

Kırmızı

2014

WJE

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“…Li and MacGregor (2010) measured the English receptive vocabulary size of Chinese university students and found that students had mastered the higher frequency words (2,000 and 3,000), but not the lower frequency words (5,000). Also, Merikivi and Pietilä (2014) in a study of 330 Finnish schools students found that students' passive vocabulary knowledge decreased systematically as word frequency decreased.…”

Section: Word Family Frequency Listsmentioning

confidence: 96%

The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners

Abouzeid¹

2018

IJEL

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The research concerning intensive programs in general has yielded conflicting results and as such, whether or not such time-shortened courses are effective in achieving their learning objectives is a matter of controversy. This study hopes to contribute to the current body of research available and perhaps aid in clearing the uncertainty surrounding such compact programs in a foreign language context by evaluating the effectiveness of one IEP at an English-medium university in Lebanon through the construct of vocabulary size. The vocabulary size of 100 English as a Foreign Language (EFL) learners enrolled in an Intensive English Program (IEP) was measured pre and post instruction using the New Vocabulary Levels test (NVLT). Test results were examined and compared using a dependent samples t-test to determine the effectiveness of the IEP in improving students’ vocabulary size. Results revealed that across the NVLT’s 6 receptive vocabulary lists (1000, 2000, 3000, 4000, and 5000 most frequent words in addition to the Academic Word List), students showed a statistically significant improvement on the post test (p=0.000< 0.05), endorsing the effectiveness of IEP in a foreign language context in enhancing students’ receptive vocabulary size. This study concludes with practical implications for EFL IEP teachers and syllabus designers.

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“…A similar research design was used in Finland by Merikivi and Pietilä (2014) to compare CLIL ( n = 75) and non-CLIL ( n = 74) sixth graders’ (age 13) English vocabulary. In this context, CLIL instruction was not preceded by or complemented by EFL learning.…”

Section: Assessment Of Learningmentioning

confidence: 99%

“…To summarize, out of the six studies on content-based programs (Table 4), three small-scale studies aimed to measure and compare YLs’ English vocabulary in CLIL and non-CLIL groups in Spain (Agustín Llach, 2015; Agustín Llach & Canga Alonso, 2016) and in Finland (Merikivi & Pietilä, 2014), whereas another project on Spanish YLs (Tragant et al, 2016) collected data with multiple instruments and analyzed both EFL and Science coursebooks as well as classroom observation data. Two large-scale studies implemented in Spain and Hungary assessed multiple L2 skills (Nikolov & Szabó, 2015; de Diezmas, 2016).…”

Section: Assessment Of Learningmentioning

confidence: 99%

Assessing young learners’ foreign language abilities

Nikolov

Timpe‐Laughlin

2020

Lang. Teach.

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Abstract Given the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

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Vocabulary in CLIL and in Mainstream Education

Cited by 19 publications

References 31 publications

Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners

Assessing young learners’ foreign language abilities

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