Abstract
In Europe most studies of Content and Language Integrated Learning (CLIL) focus on language knowledge and language skills and most studies of CLIL are carried out in primary schools and secondary schools. As for the implementation of CLIL in China, most studies are done theoretically and are carried out among undergraduates. CLIL is mainly applied in the teaching and learning of general English rather than in the teaching and learning of English for Academic Purpose (EAP). In order to have a better understanding of the effect of CLIL on EAP learners, a sample analysis is undertaken among doctoral students of science. Two kinds of instruments are adopted in this paper to conduct both quantitative and qualitative study, including two questionnaires and a series of classroom observations. The study obtains the following findings: Firstly, as CLIL is effective due to its dual-focus, it is possible to implement CLIL in EAP teaching and learning. Secondly, class activities such as group work, pair work, class presentations as well as task-based course activities such as translation, paper writing, paper analysis and rewriting practice play an important role in motivating the participants to integrate discipline content and language. Besides, the four factors of CLIL which include content, communication, culture and cognition are attached great importance to by learners. Finally, the increasing ability to integrate content and language as well as the thinking patterns and cultural awareness in EAP writing greatly contributes to the participants’ further academic researches.
Highlights
In order to have a better understanding of the effect of Content and Language Integrated Learning (CLIL) on English for Academic Purpose (EAP) learners, a sample analysis is undertaken among doctoral students of science
The participants involved in the present research are doctoral candidates from four classes whose EAP courses are taught by the same teacher with the same teaching materials in Dalian University of Technology
The second questionnaire which contains 21 items is issued at the end of the EAP course so as to examine the effects of CLIL on the participants, and the mode of class organization, as well as the teaching factors that cause the change of doctoral students' strategies and motivations in EAP learning with the implementation of CLIL
Summary
Among the researches on CLIL abroad, most focus on language knowledge and language skills. The methods of CLIL have a great effect on lexical depth (Espinosa, 2009). CLIL learners significantly outperform non-CLIL learners in the use of placeholder (Maria Martinez Adrian & Gutierrez Mangado, 2009). In terms of the lexical competence, Ojeda Alba proposes that studies of themes and vocabulary in CLIL and non-CLIL instruction show that variables such as the socioeconomic context may have an influence on the acquisition of students' lexical competence Most of these studies on CLIL are concerned with language knowledge and language skills and they are carried out in primary schools and secondary schools. It is necessary to conduct the current research to study the effect of CLIL on EAP learners among doctoral students of science
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