Development of Second Language Productive Skills through CLIL in a Japanese University: A Pre-Experimental Longitudinal Study

Autor/inn/en	Sato, Takanori; Hemmi, Chantal
Titel	Development of Second Language Productive Skills through CLIL in a Japanese University: A Pre-Experimental Longitudinal Study
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.309-326 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2040
Schlagwörter	Second Language Learning; Second Language Instruction; Undergraduate Students; English (Second Language); Content and Language Integrated Learning; Instructional Effectiveness; Teaching Methods; Comparative Analysis; Pretests Posttests; Connected Discourse; Grammar; Accuracy; Critical Thinking; Thinking Skills; Longitudinal Studies; Private Colleges; Foreign Countries; Oral Language; Written Language; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; CLIL; Lernkonzept; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Kritisches Denken; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Privathochschule; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache
Abstract	The benefit of Content and Language Integrated Learning (CLIL) for second language (L2) development has been addressed by second language acquisition theory and investigated by empirical studies. However, previous studies have not demonstrated the effectiveness of CLIL precisely as most of their study participants took CLIL and non-CLIL courses concurrently. Additionally, existing studies have focused on the effectiveness of CLIL in primary and secondary education and rarely addressed it in higher education. The present study considered the limitations of the previous studies and investigated the development of L2 English productive skills (i.e., speaking and writing) through CLIL conducted in a university in Japan. This study employed a pre-experimental pretest-posttest design, in which all participants received CLIL instruction for four months undertaking the pretest and posttest. The results showed that their productive skills improved significantly. The analysis of pretest and posttest scores also revealed the specific areas of productive skills that benefitted from CLIL, such as Task Achievement (speaking and writing), Coherence and Cohesion (writing), and Grammatical Range and Accuracy (writing). However, this study revealed that the degree of improvement was small, and that vocabulary and critical thinking skills did not improve significantly. This study's findings provide empirical evidence for the effectiveness of CLIL itself on L2 development in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11