Work

The impact of additional CLIL exposure on oral english production

Year: 2013

Type: article

Abstract: This study aims at testing the effectiveness of additional CLIL (Content and Language Integrated Learning) exposure on the oral production of secondary school learners of English as a Foreign Language. CLIL learners, who had received a 30% increase in exposure by means of using English as a vehicular language, were compared to mainstream English students in a story-telling task. Analyses indicated that CLIL learners’ productions were holistically perceived to exhibit better fluency, lexis and grammar while no differences were found as regards content and pronunciation. Besides, although Non-CLIL learners’ productions were larger in quantity and longer in time, CLIL learners produced denser and more fluent narrations, as attested by their higher number of different words over total number of words, of words over turn, and of utterances over turn. Additionally, CLIL learners resorted to their first language to a lesser extent and demanded fewer vocabulary clarifications. Our findings thus go along with previous research which has revealed advantages of additional CLIL exposure on oral English production.

Source: The Journal of English Studies

DOI: 10.18172/jes.2620

Authors: Francisco Gallardo del Puerto, Esther Gómez Lacabex

Institutions: Universidad de Cantabria, University of the Basque Country

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Eusko Jaurlaritza, Ministerio de Ciencia e Innovación