Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning

Autor/inn/en	Segura, Marta; Roquet, Helena; Barón, Júlia
Titel	Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning
Quelle	In: English Language Teaching, 14 (2021) 10, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Receptive Language; Vocabulary Development; Preschool Education; Preschool Children; Age Differences; Bilingual Students; Content and Language Integrated Learning; Second Language Learning; English (Second Language); Linguistic Input; Word Frequency; Recall (Psychology); Intelligence Tests; Foreign Countries; Spain; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Age; Difference; Age difference; Altersunterschied; CLIL; Lernkonzept; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Abberufung; Intelligence test; Intelligenztest; Ausland; Spanien
Abstract	Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in receptive skills, vocabulary, morphology and fluency. Nevertheless, most CLIL research has focused on primary and secondary level students and, thus, more research is needed with younger learners, namely, pre-primary students. The present study examines the learning of FL vocabulary in pre-primary learners following a soft-CLIL program, as compared to their same age peers following Formal Instruction (FI) of English. Over the course of six months, pre-primary students of two grades, namely 4- and 5-year-old students (N=155), took part in such program, aiming at teaching two curricular preschool units, traditionally taught in the mother tongue (L1), in English in the FL sessions. A longitudinal study was conducted, and students were administered a general vocabulary level pre-test, as well as a target words receptive vocabulary post-test after the two units had been worked on. The focus of the research was on receptive vocabulary acquisition, but age and word frequency effects were also analyzed. Results showed positive tendencies in receptive vocabulary development through soft-CLIL, although not statistically significant. A significant frequency effect was found, indicating that high-frequency words are recalled more easily than lower-frequency ones, but no significant differences were found when comparing learners from the two grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01