Analysis of Accuracy in the Writing of EFL Students Enrolled on CLIL and Non-CLIL Programmes: The Impact of Grade and Gender

Autor/in	Lahuerta, Ana
Titel	Analysis of Accuracy in the Writing of EFL Students Enrolled on CLIL and Non-CLIL Programmes: The Impact of Grade and Gender
Quelle	In: Language Learning Journal, 48 (2020) 2, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lahuerta, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1303745
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Accuracy; Form Classes (Languages); Word Order; Gender Differences; Writing (Composition); Course Content; Language of Instruction; Essays; Secondary School Students; Writing Evaluation; Error Patterns; Grammar; Vocabulary; Punctuation; Teaching Methods; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Wortfolge; Geschlechterkonflikt; Schreibübung; Kursprogramm; Teaching language; Unterrichtssprache; Essay; Aufsatzunterricht; Sekundarschüler; Fehlertyp; Grammatik; Wortschatz; Interpunktion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Spanien
Abstract	This paper examines written language accuracy in a content and language integrated learning (CLIL) and a non-CLIL instruction context including grade and gender in the analysis. Essays written by 393 third and fourth year CLIL and non-CLIL secondary education students were evaluated by two measures of second language (L2) accuracy: error-free sentence ratio and errors per word ratio. Errors were analysed and scored as syntactic, morphological, lexical, lexicogrammatical, spelling and punctuation errors. Results revealed that accuracy progressed with grade significantly in the CLIL instruction context whereas in the non-CLIL group only lexicogrammatical errors decreased significantly. The analysis of error subtypes revealed some cases of regression and stabilisation tendencies, with articles posing problems in both contexts and prepositions, determiners, voice, subordination and word order in the non-CLIL context. As regards gender, female participants did not significantly outperform their male peers in written accuracy in the CLIL group as they did in the non-CLIL group indicating that CLIL may help balance gender differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01