On Self-Reported Use of Communication Strategies by CLIL Learners in Primary Education

Autor/inn/en	Martínez-Adrián, María; Gallardo-del-Puerto, Francisco; Basterrechea, María
Titel	On Self-Reported Use of Communication Strategies by CLIL Learners in Primary Education
Quelle	In: Language Teaching Research, 23 (2019) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817722054
Schlagwörter	Second Language Learning; Second Language Instruction; Communication Strategies; English (Second Language); Language of Instruction; Course Content; Student Attitudes; Morphology (Languages); Creativity; Dictionaries; Grade 5; Grade 6; Elementary School Students; Teaching Methods; Native Language; Spanish; Geographic Regions; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kommunikationsstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Kursprogramm; Schülerverhalten; Morphology; Morphologie; Kreativität; Dictionary; Wörterbuch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Ausland; Spanien
Abstract	The use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de Zarobe, 2010). However, few studies have examined what L2 learners say about their use of CSs by means of questionnaires -- e.g. Ehrman & Oxford (1990), with adult English as a foreign language (EFL) learners -- and little is known about the reported use of CSs by young learners (Purdie & Oliver, 1999), and much less by young CLIL learners. This study examines learners' self-reported opinions about the use of CSs ("guessing," "miming," "morphological creativity," "dictionary," "predicting," "paraphrasing," "borrowing," "calque," "foreignizing," "avoidance" and "appeal for assistance"). An adapted survey (Kellerman, Bongaerts, & Poulisse, 1987; Oxford, 1989; O'Malley & Chamot, 1990; Yule & Tarone, 1990) was administered to CLIL learners of English in grades 5 and 6 of primary education. Quantitative differences in terms of the type of strategies used were explored. Analyses showed striking similarities between grades 5 and 6 as well as significant differences in the use of the different CSs, paraphrasing and appeal for assistance being the most frequent strategies, whereas morphological creativity and miming obtained the lowest frequency. Findings are discussed in the light of learners' age and the nature of CLIL instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01