5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction

Catalán, Rosa Marı́a Jiménez; Zarobe, Yolanda Ruiz de

doi:10.21832/9781847691675-008

Cited by 35 publications

(16 citation statements)

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“…The results concerning the receptive vocabulary size of the participants showed that although the CLIL students were better than the non-CLIL students, both groups' overall sizes were considerably lower than 2.000 words. This result contradicts with previous studies (Canga-Alonso, 2015a; Canga-Alonso, 2015b; Catalán & De Zarobe, 2009;Fernández-Fontecha, 2014) in which the participants' receptive vocabulary sizes were found to be below 1.000 words regardless of the type of instruction (i.e. CLIL and non-CLIL) even if 2.000-word frequency band of the Vocabulary Levels Test was administered.…”

Section: Discussioncontrasting

confidence: 99%

“…On the base of CLIL instruction in vocabulary knowledge, both receptive and productive vocabulary knowledge were taken into consideration. For example, Catalán and De Zarobe (2009) studied the receptive vocabulary size of the CLIL and non-CLIL primary students with sixth-grade students. Data were collected by means of the 1000-word receptive test (Nation, 1993), the 2000-word frequency band of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001), and a cloze test (Corporate Author Cambridge ESOL, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

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Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

Bayram

Öztürk

Atay

2019

Language Teaching and Educational Research

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Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners' vocabulary knowledge and reading comprehension have mostly positive results, related research is highly limited in Turkish context. Thus, this study aims to examine to what extent CLIL students differ from non-CLIL students in terms of their reading comprehension and vocabulary size (i.e. receptive and productive). Data were collected from 124 fifth-grade students by means of the reading parts of the Cambridge Key English Test, the 2,000-word frequency-band of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001), and the adapted version of the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Results of the study showed that the CLIL students significantly outperformed their non-CLIL counterparts in reading comprehension, receptive and productive vocabulary knowledge.

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Section: Discussioncontrasting

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

Bayram

Öztürk

Atay

2019

Language Teaching and Educational Research

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“…Regarding vocabulary, significantly lower results of the CLIL group run counter to previous research confirming gains of CLIL students in receptive vocabulary (Canga Alonso, 2015;Jiménez Catalán, Ruiz de Zarobe & Cenoz 2006;Jiménez Catalán & Ruiz de Zarobe 2009), although, in contrast, such investigations focus on written vocabulary and not on its oral comprehension.…”

Section: Oral Comprehension In Primary Education (4pe)contrasting

confidence: 95%

The Acquisition of L2 Listening Comprehension Skills in Primary and Secondary Education Settings: A Comparison Between Clil and Non-Clil Student Performance

Diezmas

2018

RLA

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This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4 th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and non-CLIL students (n=17,638) in the 2 nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.

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“…Currently, most of the research addressing this type of learning in a foreign language comes from classroom studies on CLIL using children. This literature focuses on language outcomes more so than on content learning and has found mostly positive results in this area [3][4][5][6][7][8][9][10][11]. The literature on adult foreign language medium learning is more limited but also focuses on benefits associated with language [12] and not content.…”

Section: Introductionmentioning

confidence: 99%

The effects of language and emotionality of stimuli on vocabulary learning

2020

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Learning new content and vocabulary in a foreign language can be particularly difficult. Yet, there are educational programs that require people to study in a language they are not native speakers of. For this reason, it is important to understand how these learning processes work and possibly differ from native language learning, as well as to develop strategies to ease this process. The current study takes advantage of emotionality-operationally defined as positive valence and high arousal-to improve memory. In two experiments, the present paper addresses whether participants have more difficulty learning the names of objects they have never seen before in their foreign language and whether embedding them in a positive semantic context can help make learning easier. With this in mind, we had participants (with a minimum of a B2 level of English) in two experiments (43 participants in Experiment 1 and 54 in Experiment 2) read descriptions of made-up objects-either positive or neutral and either in their native or a foreign language. The effects of language varied with the difficulty of the task and measure used. In both cases, learning the words in a positive context improved learning. Importantly, the effect of emotionality was not modulated by language, suggesting that the effects of emotionality are independent of language and could potentially be a useful tool for improving foreign language vocabulary learning.

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5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction

Cited by 35 publications

References 0 publications

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

The Acquisition of L2 Listening Comprehension Skills in Primary and Secondary Education Settings: A Comparison Between Clil and Non-Clil Student Performance

The effects of language and emotionality of stimuli on vocabulary learning

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