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Göteborgs universitets publikationer

Extramural exposure - a new player in the field of second language acquisition?

Författare och institution:
Liss Kerstin Sylvén (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Paper presenterat vid AAAL, Orlando, USA, 9-12 april,
Publikationstyp:
Konferensbidrag - refereegranskat abstract
Publiceringsår:
2016
Språk:
engelska
Sammanfattning (abstract):
While traditionally, the learning of a foreign or second language (L2) has been confined to educational institutions, the present-day availability of various languages through digital media, such as film, TV, and the Internet, has opened up new venues for L2 learning to take place (Kuppens, 2010; Piirainen-Marsh & Tainio, 2009; Sylvén & Sundqvist, 2012). Thus, such extramural exposure (EE) is important to control for in studies on second language acquisition (SLA). A way of increasing learners’ exposure to and engagement with an L2 within school is content and language integrated learning (CLIL) where an L2 is used as the medium of communication in non-language subjects (Cenoz, Genesee, & Gorter, 2013; Dalton-Puffer, 2011). This paper investigates effects of both EE and CLIL on SLA. In a longitudinal study CLIL (N=109) and non-CLIL (N=68) L1 Swedish students’ proficiency and progress in L2 English are examined. Both CLIL and non-CLIL groups study English as a separate subject; in addition, part of the curriculum is taught through the medium of English in the CLIL programs. The learners were studied during their three years in high school (school years 10-12). Various language tests, for instance reading comprehension, receptive and productive vocabulary, and writing tasks, were administered and background information, among other things details about participants’ EE, was collected. Specifically, the paper reports findings on learners’ receptive and productive vocabulary and their correlation with CLIL versus non-CLIL and EE. Preliminary findings show that CLIL and non-CLIL students alike make similar progress, but CLIL students do so from a significantly higher level from the start. Furthermore, while EE seems to have an effect on students’ everyday language, no such influence is apparent on their academic language skills. Pedagogical implications of these results are discussed, and future research areas for the interface of CLIL, EE and SLA suggested.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap ->
Lärande
HUMANIORA ->
Språk och litteratur ->
Språkstudier ->
Övriga germanska språk ->
Engelska språket
Nyckelord:
Extramural English; second language acquisition; CLIL
Postens nummer:
235755
Posten skapad:
2016-05-02 11:03

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