Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course

Crossman, Katherine

doi:10.1080/13670050.2018.1494698

Cited by 14 publications

(10 citation statements)

References 26 publications

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“…These possible challenges might result in comparatively small amounts of time devoted to vocabulary teaching in class and vocabulary development on the part of learners. However, there is in fact a high lexical demand on students pursuing tertiary education (Crossman, 2018). With such a high lexical demand, it would be interesting to investigate learners' views on whether explicit teaching of vocabulary in a language classroom is essential.…”

Section: Rationale For the Present Studymentioning

confidence: 99%

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

SIU¹

2022

LECR

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This study aims to investigate the effectiveness of a structural-cum-communicative approach to the teaching of vocabulary to students possessing a low level of English proficiency. A total of 52 foundation degree students taking a 13-week preparatory reading and writing course participated in the present study. Both the control and the experimental groups took a pre-test and a post-test. The pre-test contained two parts, each of which included 25 words and a list of 25 definitions for students to select. The same format applied to the post-test. Both groups of participants were taught word-formation knowledge at the initial stage. However, at the later stage of actually teaching target words, the experimental group was engaged in brief conversations on topics related to their daily life with respect to the target words while the control group was provided with explanations only in the teaching process.Paired Samples T-Tests show that only the experimental group scored significantly higher on the post-test than on the pre-test. The findings suggest that the teaching of word-formation knowledge as well as engaging students in conversations related to the target words seems to constitute an effective pedagogical approach to vocabulary building for students possessing a low level of English proficiency.

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Section: Rationale For the Present Studymentioning

confidence: 99%

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

SIU¹

2022

LECR

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“…Therefore, it is evident that there is a need to pay more attention to academic language proficiency in EMI. Furthermore, the development of academic English language proficiency is a crucial component of ICLHE (Crossman, 2018) since the main principle of this approach is balancing content and language learning through their integration.…”

Section: The English-medium Paradigm and Iclhementioning

confidence: 99%

The development soft skills and communication in English in engineering students

Querol-Julián

Ramírez

2021

DIGILEC Rev Int Leng Cult

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Mastering English is a must for all engineers in the current globalized world where English is the language of science, communication and business. In an engineering syllabus, however, in addition to technical skills and English proficiency, the development of other competences also needs to be considered. To adequately equip engineering students for their careers, we also have to promote the development of soft skills such as communication, problem-solving, teamwork, time-management or leadership, among others. ICLHE (Integrating Content and Language in Higher Education), which is itself evocative of CLIL (Content and Language Integrated Learning) approach extensively used in other educational levels, appears as an alternative to integrate language learning in non-language subject curriculums in higher education and to develop soft skills. This paper makes a literature review to find out the main aspects that engineering instructors should consider to properly implement ICLHE to enhance learners’ development of soft-skills through the active methodologies of Project-Based Learning and Flipped Classroom. In the last part of the study, a 10-step guideline is proposed, which will help teachers to integrate these active methodologies in an ICLHE engineering subject.

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“…Vocabulary expansion is considered a priority area in academic reading, and according to Read (2015, 152), 'competence in academic vocabulary reflects students' academic literacy in a broad sense and has potential as the basis for efficient diagnostic measures where assessment of students is required across a range of disciplines'. Differences in vocabulary size also seem related with academic achievement (Graham, 1987;Milton & Treffers-Daller, 2013), and vocabulary knowledge is considered an important element in the transition from secondary to tertiary education (Crossman, 2018).…”

Section: Introductionmentioning

confidence: 99%

A practical academic reading and vocabulary screening test as a predictor of achievement in first-year university students: implications for test purpose and use

Heeren

Speelman

Wachter

2020

International Journal of Bilingual Education and Bilingualism

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Language proficiency is assumed to play a role in achievement in tertiary education. When requirements for university entrance are low or demographic changes in the population take place, universities often employ post-admission language assessments to screen all incoming students. In this study, we will look at the predictive validity of a practical, low-stakes, web-based academic reading and vocabulary screening test. Additionally, we will investigate the predictive value of the screening test when other known predictors are controlled for. Our results confirm prior research that academic language proficiency is a small but meaningful predictor of achievement in that it can detect the students that are atrisk because of lower language proficiency. The result correlates modestly with our measure of achievement, credit completion rate, with a correlation coefficient of around .30. When other predictors are controlled for in a multiple regression analysis, demographic background variables do not seem to have a large impact on the predictive value of the language screening test. In our sample of mostly native speaking monolingual students, the academic language proficiency measure does appear to reflect students' educational background variables. As a low-stakes instrument, it is useful as an early-alert signal, prompting further diagnosis or remedial activities.

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Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course

Cited by 14 publications

References 26 publications

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

The development soft skills and communication in English in engineering students

A practical academic reading and vocabulary screening test as a predictor of achievement in first-year university students: implications for test purpose and use

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