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Vocabulary proficiency and progress among CLIL and non-CLIL students - a longitudinal study

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Liss Kerstin Sylvén
Publicerad i AILA 2014 World Congress, 10-15 Aug, Brisbane, Australia
Publiceringsår 2014
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Ämnesord CLIL, receptive vocabulary proficiency
Ämneskategorier Engelska språket, Lärande

Sammanfattning

In a longitudinal study carried out in Sweden on CLIL (N = 119) and non-CLIL (N = 76) high school students’ proficiency and progress in academic written English, as well as Swedish are investigated. This paper focuses specifically on students’ vocabulary proficiency in English. Several tests are used to measure this aspect of L2 proficiency, and the results of three different tests – synonyms, collocations, and the Vocabulary Levels Test – are presented and analyzed in this paper. All three tests were administered twice; first, at the outset of the first year of high school (grade 10) and second, in the third year of high school (grade 12). The timing of the first round of tests coincided with the start of CLIL for the CLIL students, meaning that several subjects are taught through the medium of English, the students’ L2. The non-CLIL students take English as a separate subject, and all other subjects are taught through Swedish. It can thus be assumed that the amount of L2 English in school before the time of the first round of tests had been fairly equal between the CLIL and non-CLIL students. At the time of the second round of tests, the CLIL students had been taught several subjects through the medium of English for nearly three school years, while the only source of L2 English input in school for the non-CLIL students had been the English lessons. Findings reveal a significant difference between CLIL and non-CLIL students in vocabulary proficiency in the first round of tests. The paper analyzes the results from a number of perspectives, above all over time, but also taking into account factors such as gender, L1, and exposure to English outside of school.

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