Literaturnachweis - Detailanzeige
Autor/inn/en | Zhao, Ke; Zhou, Jiming; Zou, Bin |
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Titel | Developing Subject Knowledge Co-Construction and Specific Language Use in a Technology-Enhanced CLIL Programme: Effectiveness and Productive Patterns |
Quelle | In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2172-2185 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhao, Ke) ORCID (Zhou, Jiming) ORCID (Zou, Bin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1367-0050 |
DOI | 10.1080/13670050.2021.1890688 |
Schlagwörter | Content and Language Integrated Learning; English (Second Language); Teaching Methods; Bilingualism; Business English; Second Language Learning; Business Administration Education; Language Usage; Second Language Instruction; Comparative Analysis; Correlation; Discourse Analysis; Computer Mediated Communication; Chinese; International Trade; Student Placement; College Entrance Examinations; Language Tests; Foreign Countries; China CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Zweitsprachenerwerb; Sprachgebrauch; Fremdsprachenunterricht; Korrelation; Diskursanalyse; Computerkonferenz; China; Chinesen; Trade; International relations; Handel; Internationale Beziehungen; Schülerpraktikum; Aufnahmeprüfung; Language test; Sprachtest; Ausland |
Abstract | This study investigated Chinese bilingual learners' subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments -- a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data included student oral business presentations, written business reports, subject knowledge test results, student KF server log information, and online interaction records. The results indicated that the TECLIL project-based learning classes outperformed the comparison classes on both subject concept learning and business English language use. The quantitative analysis found that students' KF participation was associated with their content understanding and language development. Micro-level discourse analysis of students' online discussion notes further revealed bilingual students' productive discourse patterns in the TECLIL environment. Theoretical and pedagogical implications are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |