Effect of Language Learning Strategies on Vocabulary Development in CLIL

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F24%3A43972769" target="_blank" >RIV/49777513:23420/24:43972769 - isvavai.cz</a>

Výsledek na webu

<a href="https://revistaseug.ugr.es/index.php/portalin/article/view/27217/27147" target="_blank" >https://revistaseug.ugr.es/index.php/portalin/article/view/27217/27147</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.30827/portalin.vi41.27217" target="_blank" >10.30827/portalin.vi41.27217</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Effect of Language Learning Strategies on Vocabulary Development in CLIL

Popis výsledku v původním jazyce

This study focuses on language learning strategy use examined in the context of Content and Language Integrated Learning (CLIL) with a specific focus on productive vocabulary development in a school year time frame.The research took place in the Czech Republic, a sample comprised of 286 pupils ranging from 11 to 14 years of age, a total of 12 classes spread over three schools. Half of the experimental group had one year of CLIL experience prior to the study. The content subjects in the experimental classes were History and Civics; the language of instruction was English. The study aimed at finding out what is the connection between language learning strategies and vocabulary acquisition in CLIL classes.Standardized Laufer and Nation’s vocabulary levels tests and Oxford’s Strategy Inventory for Language Learning served as data collection instruments. Variables taken into consideration were CLIL experience, gender, content subject and teacher. The previous year of CLIL and the teacher turned out to be significant. Concerning the questionnaires, five strategies showed a positive influence on the growth of productive vocabulary. Surprisingly enough, five strategies negatively impacted vocabulary. Strategies using a task-based methodology proved superior to purely vocabulary-based strategies.

Název v anglickém jazyce

Effect of Language Learning Strategies on Vocabulary Development in CLIL

Popis výsledku anglicky

This study focuses on language learning strategy use examined in the context of Content and Language Integrated Learning (CLIL) with a specific focus on productive vocabulary development in a school year time frame.The research took place in the Czech Republic, a sample comprised of 286 pupils ranging from 11 to 14 years of age, a total of 12 classes spread over three schools. Half of the experimental group had one year of CLIL experience prior to the study. The content subjects in the experimental classes were History and Civics; the language of instruction was English. The study aimed at finding out what is the connection between language learning strategies and vocabulary acquisition in CLIL classes.Standardized Laufer and Nation’s vocabulary levels tests and Oxford’s Strategy Inventory for Language Learning served as data collection instruments. Variables taken into consideration were CLIL experience, gender, content subject and teacher. The previous year of CLIL and the teacher turned out to be significant. Concerning the questionnaires, five strategies showed a positive influence on the growth of productive vocabulary. Surprisingly enough, five strategies negatively impacted vocabulary. Strategies using a task-based methodology proved superior to purely vocabulary-based strategies.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Porta Linguarum

ISSN

1697-7467

e-ISSN

2695-8244

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

41

Stát vydavatele periodika

ES - Španělské království

Počet stran výsledku

16

Strana od-do

225-240

Kód UT WoS článku

001230129900014

EID výsledku v databázi Scopus

2-s2.0-85203847488