Fomentar el uso de la metodología CLIL para promeover el aprendizaje de vocabulario en contexto

Abstract

Introducción CLIL is a powerful methodology to improve the fluency and the oral communication skill of any learner. It also provides learners an opportunity to study content from different perspectives and complements other subjects rather than competing with them. Further, it motivates and boost learners’ confidence in both, language and subject matter, and develop thinking skills from the start. CLIL helps in bringing updated practices into the curriculum since students learn one or more of their school subjects in a targeted language, frequently in another second language. Moreover, in order to master a language, a learner must have a large repertoire of words in mind to be able to understand the language. Vocabulary is a centre part of language ability and generates the foundation for learning how well scholars speak, read, write, and listen. It is without a doubt that vocabulary is seen as a key to all language skills since it covers all lexical items learners need to know to meet their numerous educational and general needs. Objetivos The goal of this research work as to determine the importance of using the CLIL methodology in an EFL class to increase students’ vocabulary learning of students from Unidad Educativa UK. In orderr to achieve this, it was importan to to conceptualise the fundamental theory of CLIL methodology, to analyse the essential theory of vocabulary learning and to identify the strategies and activity students have been exposed to learn vocabulary within the CLIL methodology. Método Cuantitativo, descriptivo no experimental. Principales resultados Results come from the survey applied to students, and it is important to mention that the questions analyzed were the most relevant in relation to the main four ones mentioned before: subject that most help student to learn the English language, students develop a project at the end of each term, Students not only learn the language but also the English culture and students work cooperatively in the classroom, students have learned vocabulary due to Maths, Science, Language, and Social Studies during their school life. After all, the questions were multiple choice questions as well as using a Likert scale. Never (1) Rarely (2) Sometimes (3 ) Often ( 4) Always (5). After analyzing them, it is deduce that most learners learn English in the language class with an average of 86,7. Consequently English is best learned in the language class than in the Math and Social Studies. Further, students develop a project at the end of each term in order to expose students to the language, it reflects that goals are planned for the long term because things cannot be achieved overnight with a mean of 3,47. In addition, English culture is learnt by students with a mean of 3,17. Therefore, it can be concluded that the institution really cares about preparing students to get used to the English culture when they go abroad. Last but not least, learners work cooperatively most of the time with a mean of 3,93. Consequently, students have the chance to share knowledge and ideas which is very helpful to practice the language. In relation to the language skills, results displayed that students have improved their language skills since they were exposed to many situations where they argued their points of view about the different topics of the subjects. Moreover, learners learnt a vast variety of terminology from each subject due to it helped them to learn new words. Conclusiones CLIL is a modern method that aims at teaching subjects such as Science, Math, Social Studies, but mainly Language. Additionally, students have the chance to learn vocabulary by employing various strategies and activities as the following ones: they used memory, cognitive, metacognitive, and activation strategies. Nevertheless, memory, cognitive, and activation strategies are the most used. To illustrate that, relating information to a specific word using synonyms was the most used activity. By comparison, the metacognitive strategy was the least used one. In that sense, concerning information to a certain word by using antonyms was the least used activity. In addition, projects are planned and presented at the end of each semester to familiarize students with the language. Also, because English is an international language, students learn English in context as they learn English culture. Finally, students have the opportunity to collaborate and share their knowledge and ideas which is very useful for language practice.