The Effects of the CLIL Approach in Young Foreign Language Learners' Lexical Profiles

Autor/in	Agustín Llach, Maria Pilar
Titel	The Effects of the CLIL Approach in Young Foreign Language Learners' Lexical Profiles
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 5, S.557-573 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1103208
Schlagwörter	Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Word Frequency; Language Tests; Vocabulary Development; Spanish; Metalinguistics; Phonetics; Spelling; Course Content; Linguistic Input; Native Language; Profiles; Elementary School Students; Case Studies; Letters (Correspondence); Writing Evaluation; Linguistic Borrowing; Receptive Language; Inferences; Statistical Analysis; Foreign Countries; Teaching Methods; Language of Instruction; Writing (Composition); Spain + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit; Language test; Sprachtest; Wortschatzarbeit; Spanisch; Metalanguage; Metasprache; Phonetik; Fonetik; Schreibweise; Kursprogramm; Sprachbildung; Charakterisierung; Profilanalyse; Case study; Fallstudie; Case Study; Brief; Lehnwort; Rezeptive Kommunikationsfähigkeit; Inference; Inferenz; Statistische Analyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Schreibübung; Spanien
Abstract	The present paper presents a comparative study of the lexical profiles of young content and language integrated learning (CLIL) and traditional English as a Foreign Language (EFL) learners' written production. The different nature and amount of foreign language input received in these classes may have consequences in learners' lexical profiles in writing. We scrutinized the writings of 72 CLIL learners and 68 traditional EFL learners for frequency bands of words used, word origin, L1 influence in lexical production, and phonetic spelling, and learners' vocabulary sizes with the Vocabulary Levels Test (VLT). Learners attended 4th of Primary, were 9-10, had Spanish as their L1. CLIL learners had received 700 hours of English and traditional learners 419. Despite the difference in amount and nature of the input received, very similar results were obtained. The young age of the learners may impose certain cognitive constraints on expression and metalinguistic awareness that might override hours of instruction and the beneficial communicative nature of the CLIL approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01