Abstract

Empirical studies have shown that Content and Language Integrated Learning (CLIL) seems to be beneficial to receptive vocabulary, which in turn correlates with a higher level of general competence. However, these studies have mainly compared CLIL and Non-CLIL groups matching in age at testing and without a control of other variables such as amount of exposure. The present study, even though exploratory in nature, sets out to fill this gap by comparing groups with the same onset age as well as controlling for other variables. To test general proficiency, the Quick Placement Test (QPT) was used, and the 1,000 and 2,000 frequency bands of the Vocabulary Levels Test (VLT) were delivered to measure functional vocabulary size. CLIL students were found to outstrip their respective Non-CLIL counterparts at the same educational level and to perform as well as an older Non-CLIL sample. Taking together the level of English language lessons and differences in cognitive maturity and amounts of exposure, it is argued that CLIL instruction has intrinsic benefits for receptive vocabulary.

Highlights

  • Over the last two or three decades, research in Second Language Acquisition (SLA) has experienced a boom in two relatively new areas: vocabulary knowledge as an important part of linguistic competence and Content and Language IntegratedLearning (CLIL) as a new type of instruction of a Foreign Language (FL). lexical competence does not guarantee high communicative proficiency, it is a fundamental pillar of language use, which in turn facilitates communication (Nation 1993; Meara 1996; Nation and Waring 1997)

  • The 2,000 Vocabulary Levels Test (VLT) strongly correlated with the Quick Placement Test (QPT) at a significant level, which suggests that vocabulary plays an essential role in proficiency

  • Becoming essential, the present study set out to clarify the benefits of this type of instruction over traditional EFL teaching as regards receptive vocabulary, for this plays a key role in understanding meaning as well as being significantly related to general proficiency

Read more

Summary

Introduction

Over the last two or three decades, research in Second Language Acquisition (SLA) has experienced a boom in two relatively new areas: vocabulary knowledge as an important part of linguistic competence and Content and Language IntegratedLearning (CLIL) as a new type of instruction of a Foreign Language (FL). lexical competence does not guarantee high communicative proficiency, it is a fundamental pillar of language use, which in turn facilitates communication (Nation 1993; Meara 1996; Nation and Waring 1997). Over the last two or three decades, research in Second Language Acquisition (SLA) has experienced a boom in two relatively new areas: vocabulary knowledge as an important part of linguistic competence and Content and Language Integrated. Learning (CLIL) as a new type of instruction of a Foreign Language (FL). Lexical competence does not guarantee high communicative proficiency, it is a fundamental pillar of language use, which in turn facilitates communication (Nation 1993; Meara 1996; Nation and Waring 1997). Empirical research has found strong positive correlations between vocabulary and the so-called “passive skills” of reading and listening. Laufer (1992) shows strong positive correlations between two vocabulary tests and a reading test. Being part of a large project called vol 15 (2017) 107-134

Objectives
Methods
Results
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call