The benefits of CLIL instruction in Spanish students' productive vocabulary knowledge

  1. Andrés Canga Alonso 1
  2. Mario Arribas García 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Ano de publicación: 2015

Número: 24

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_opene_Buah editor

Outras publicacións en: Encuentro: revista de investigación e innovación en la clase de idiomas

Resumo

Este artículo pretende (i) analizar el vocabulario productivo de 101 estudiantes españoles de inglés como lengua extranjera de 4º de ESO en dos centros de educación secundaria situados en el norte de España en dos tipos de instrucción AICLE y no-AICLE y (ii) comparar los resultados obtenidos por los participantes de acuerdo con su sexo. Para medir el vocabulario productivo de los estudiantes se utilizó la versión paralela del Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999). Los resultados muestran que los alumnos AICLE obtienen puntuaciones significativamente mejores que sus compañeros no-AICLE siendo el tamaño del vocabulario productivo en ambos grupos inferior a 1000 palabras. En lo que respecta a las diferencias en cuanto al sexo no se constatan diferencias significativas entre los chicos y las chicas. Estos resultados parecen indicar que el enfoque AICLE resulta beneficioso para el aprendizaje del vocabulario productivo en una lengua extranjera.

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