Vocabulary growth in young CLIL and traditional EFL learners: evidence from research and implications for education.

Autor/inn/en	Agustín-Llach, María Pilar; Canga Alonso, Andrés
Titel	Vocabulary growth in young CLIL and traditional EFL learners: evidence from research and implications for education.
Quelle	In: International journal of applied linguistics, 26 (2016) 2, S. 211-227Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 9
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0802-6106; 1473-4192
DOI	10.1111/ijal.12090
Schlagwörter	Empirische Forschung; Langzeituntersuchung; Vergleichende Analyse; Wortschatz; Fremdsprachenunterricht; Englischunterricht; Fachunterricht
Abstract	This paper presents a three-year longitudinal study in which the receptive vocabulary size and lexical growth of a group of CLIL learners and of traditional EFL learners are compared. CLIL approaches are considered especially beneficial in lexical development. The authors tested the receptive vocabulary size of 58 learners in a CLIL programme and of 49 traditional EFL learners. The 2k VLT was used. Results revealed that learners' receptive vocabulary sizes lie within the most frequent 1,000 words, although CLIL learners throw significantly higher vocabulary scores in the last grades tested. Incorporation of new words each grade remains stable for both cohorts, although the vocabulary size of CLIL learners increases with grade. The authors believe that the CLIL approach offers a benefit for vocabulary acquisition, which grows as experience with the approach, age and proficiency augment. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2