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The receptive vocabulary size of Spanish 5th grade Primary School students in CLIL and Non-CLIL instruction
| Content Provider | Semantic Scholar |
|---|---|
| Author | Alonso, Andrés Canga |
| Copyright Year | 2015 |
| Abstract | espanolUno de los factores clave en el aprendizaje temprano de una L2 es el numero de palabras que saben los aprendices. Sin embargo, hay una carencia de investigacion en lo referente al tamano del vocabulario receptivo de los estudiantes que participan en programas de Aprendizaje Integrado de Lenguas y Contenidos (AICLE). A la luz de esta falta de investigacion se administro el Vocabulary Levels Test (VLT) correspondiente a las 2000 palabras mas frecuentes del ingles para explorar el vocabulario receptivo de estudiantes espanoles de 5o de primaria en dos tipos diferentes de instruccion AICLE y no-AICLE. Asimismo, se analizaran las diferencias entre los grupos de acuerdo con el sexo de los participantes. Los resultados muestran que existen diferencias significativas a favor de los estudiantes AICLE. En lo que respecta al sexo, no se ponen de manifiesto diferencias estadisticamente significativas entre los chicos y las chicas si no tenemos en cuenta el tipo de instruccion. Sin embargo, se constata que los chicos AICLE obtienen los mejores resultados en el VLT, siendo estos significativamente mejores que los alcanzados por los chicos y las chicas no-AICLE. Estos datos ponen de manifiesto que los programas AICLE pueden tener un impacto positivo en el aprendizaje del vocabulario. EnglishOne of the key factors at early stages of 1.2 learning is the number of words learners know. However, there is a paucity of research regarding the receptive vocabulary size of learners involved in Content and Language Integrated Learning (CLIL) programmes. In light of this lack of research, the 2,000 word frequency band of the Vocabulary Levels Test (VLT) was administered to explore the receptive vocabulary knowledge of 5th grade primary Spanish students learning English in two different types of instruction i.e. CLIL and non-CLIL. Sex-based differences among the participants will also be explored. Our findings show that there are statistically significant differences in favour of CLIL learners. Regarding sex and regardless of the type of instruction, the differences among boys and girls are not statistically significant. However, our results reveal that CLIL boys attain the highest scores in the VLT, being them significantly higher than the outcomes achieved by non-CLIL boys and girls. These data evince that CLIL programmes may have a positive impact for vocabulary learning. |
| Starting Page | 63 |
| Ending Page | 85 |
| Page Count | 23 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://uvadoc.uva.es/bitstream/10324/22679/1/ES-2015-36-ReceptiveVocabularySizeSpanish.pdf |
| Alternate Webpage(s) | https://revistas.uva.es/index.php/esreview/article/download/737/718 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
