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Vocabulary Development and Language Learning Strategy Use in CLIL in the Czech Context

Boek - Dissertatie

This research focuses on Content and Language Integrated Learning (CLIL) being one important approach in modern education. More specifically, during the study, CLIL was examined in connection with vocabulary development and language learning strategies. The research took place in the Czech Republic and comprised a sample of 286 pupils ranging from 11 to 14 years of age; a total of 12 classes spread over three schools. Ten of the classes served as experimental classes and two as control classes. Half of the experimental group started with CLIL at the time of the study. The other half had already had one year of experience with CLIL prior to the study. The content subjects in the experimental classes were History and Civics and the language of instruction was English. The time frame of the study corresponded to one school year. The goal of the research was twofold, which led to two main research questions: (1) Does general vocabulary size increase over a year in CLIL? and (2) What is the connection between language learning strategies and vocabulary acquisition in CLIL classes? English vocabulary knowledge tests to measure productive vocabulary and the Strategy Inventory for Language Learning (a version of a questionnaire for speakers of other languages learning English) were used for data collection. When analysing the data, different variables were taken into consideration such as CLIL experience, gender, content subject and teacher. Gender and content subject turned out to be not significant, whereas a previous year of CLIL and the teacher were significant. With regard to the questionnaires, five strategies showed a positive influence on the growth of productive vocabulary and vocabulary development appears to be enhanced by dropping five of the strategies. Those strategies which enhanced productive vocabulary acquisition were strategies dealing with task-based rather than purely vocabulary-based activities.
Aantal pagina's: 168
Jaar van publicatie:2017
Toegankelijkheid:Closed