Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Development of academic v… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Development of academic vocabulary in English L2 writing

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Eva Olsson
Liss Kerstin Sylvén
Publicerad i Faces of English: Theory, practice and pedagogy, June 11-13, 2015, University of Hong Kong, Hong Kong
Publiceringsår 2015
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Ämnesord Academic vocabulary; L2 writing; CLIL
Ämneskategorier Engelska språket, Lärande

Sammanfattning

Academic vocabulary knowledge is imperative for academic reading ability, as well as for oral and written proficiency to express and discuss subject knowledge (Gardner & Davies 2013; Corson 1997; Cummins1979). The theories behind CLIL, Content and language integrated learning, hold that second/foreign language (L2) learning is enhanced when taught through academic subject content (cf. Geneese & Lindholm-Leary 2013). Some studies indicate a positive effect of CLIL on students’ vocabulary. However, studies specifically targeting the learning of academic vocabulary are scarce (Dalton-Puffer 2011). This paper fills a void in CLIL research in this respect and reports findings from a longitudinal study investigating the development of academic vocabulary among CLIL and non-CLIL students at three high schools in Sweden. Student essays (N=545), written in English (L2) on topics related to the natural and social sciences, were collected during a three-year period and analyzed using corpus methods. Results are discussed through the lens of possible influential factors such as various types of CLIL implemented at each individual school and the amount of extramural exposure to English, a factor proven to have considerable impact on learners’ vocabulary proficiency (Olsson 2012; Sylvén & Sundqvist 2012). This paper reports findings from a longitudinal study of CLIL and non-CLIL students in Swedish high school focusing on the development of students’ use of L2 English academic vocabulary. Results are compared between schools, each with a unique CLIL rendering, and according to amount of English encountered outside of school.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?