Receptive Knowledge of Intensifying Adjectival Compounds: Belgian French-Speaking CLIL and Non-CLIL Learners of Dutch and English

Autor/inn/en	Hendrikx, Isa; Van Goethem, Kristel
Titel	Receptive Knowledge of Intensifying Adjectival Compounds: Belgian French-Speaking CLIL and Non-CLIL Learners of Dutch and English
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 5, S.614-638 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendrikx, Isa) ORCID (Van Goethem, Kristel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1720592
Schlagwörter	Content and Language Integrated Learning; English (Second Language); Second Language Learning; Second Language Instruction; Indo European Languages; Form Classes (Languages); French; Native Language; Multiple Choice Tests; Language Tests; Vocabulary Skills; Predictor Variables; Receptive Language; Expressive Language; Contrastive Linguistics; Teaching Methods; Foreign Countries; Linguistic Input; Phrase Structure; Secondary School Students; Informal Education; Language Usage; Figurative Language; Intelligence Tests; Verbal Ability; Belgium; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Analytischer Sprachbau; Französisch; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; Aktiver Wortschatz; Prädiktor; Rezeptive Kommunikationsfähigkeit; Linguistics; Kontrastive Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachbildung; Phrasenstruktur; Sekundarschüler; Informelle Bildung; Nichtformale Bildung; Sprachgebrauch; Intelligence test; Intelligenztest; Mündliche Leistung; Belgien
Abstract	Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. "ijskoud, ice-cold") are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter difficulties acquiring IACs in Dutch/English. As part of a research project on CLIL in French-speaking Belgium, we explore the effect of CLIL on the acquisition of IACs in the target language (TL) Dutch/English through a multiple-choice test. The results confirm that CLIL students (learning English/Dutch) develop greater receptive knowledge of these constructions. Furthermore, the more frequent IACs are more likely to be recognized by the learners. Moreover, even when the CLIL effect is considered alongside other factors, such as the students' extracurricular exposure to the TL and their overall vocabulary, CLIL is still an important predictor of the learners' receptive knowledge of English IACs, in addition to productive and receptive vocabulary. By contrast, current informal contact with the TL and receptive vocabulary are significant predictors of learners' receptive knowledge of Dutch IACs, but CLIL does not significantly contribute to the regression model for the latter language. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01