transparent gif


Ej inloggad.

Göteborgs universitets publikationer

Receptive and productive vocabulary among CLIL and non-CLIL students

Författare och institution:
Liss Kerstin Sylvén (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
ALP-CLIL 2013, Miraflores de la Sierra, Spanien,
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
Within the framework of the CLISS project, CLIL (N=137) and non-CLIL (N=84) students enrolled in academically oriented programs at upper-secondary level in Sweden are investigated from a number of perspectives. In particular focus are students’ proficiency and progress in written, academic Swedish (most students’ L1) and English (the language of instruction for CLIL students). In line with, e.g., (Cummins 2000), we view academic language as a specific register that needs to be acquired, whether in one’s L1 or any other language. It is therefore of interest to study the effects of CLIL on such proficiency. This paper reports results from two tasks administered during the first year of investigation, when students were in 10th grade, i.e., in their first year of upper-secondary school. The first task, the Vocabulary Levels Test (Nation 2001), taps receptive vocabulary knowledge. The second task is free written production. Both tasks concern proficiency in English, and in this paper an analysis is made of students’ receptive and productive vocabulary, with a specific focus on academic vocabulary (cf., (Coxhead 2000). Preliminary results indicate significantly larger receptive vocabulary among CLIL students already from the outset of the study with a mean of 111 on the Vocabulary Levels Test, compared to non-CLIL students’ 96 (p = 0.00), and, further, that boys (N=75) outperform girls (N=146) (115 compared to 103, p = 0.02). The written texts are quantitatively as well as qualitatively analyzed providing interesting opportunities for comparisons between receptive and productive vocabulary proficiency from the perspectives of CLIL vs. non-CLIL, gender and students’ L1. Coxhead, A. 2000. A new academic word list. TESOL 34, no. 2: 213-38. Cummins, J. 2000. Language, power and pedagogy: Bilingual children in the cross-fire. Clevedon: Multilingual Matters. Nation, P. 2001. Learning vocabulary in another language The cambridge applied linguistics series,. Cambridge: Cambridge University Press.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
CLIL; vocabulary acquisition; receptive vocabulary knowledge; productive vocabulary knowledge
Ytterligare information:
Postens nummer:
Posten skapad:
2013-06-28 15:51
Posten ändrad:
2013-07-22 10:58

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007