A study of self-reported opinions of L1-based communication strategies in CLIL and NON-CLIL secondary-school learners of L3 English

• Patricia Ollo Jiménez ^[1] ; María Martínez Adrián ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 18, Nº. 1, 2019, págs. 72-90
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio explora el impacto del Aprendizaje-Integrado-de-Contenidos-y-Lenguas-Extranjeras (AICLE) y de la competencia en la lengua extranjera en las opiniones de estudiantes de secundaria sobre el uso de estrategias comunicativas basadas en la primera lengua (L1). Los participantes estudian inglés como tercera lengua (L3) y difieren en curso y exposición a la metodología AICLE. Se utilizó un test de nivel para examinar su nivel de lengua, y se administró el cuestionario tomado de Martínez-Adrián, Gallardo-del-Puerto y Basterrechea (2019) para analizar sus opiniones. Los resultados muestran que los estudiantes AICLE y con más nivel en la lengua meta dicen usar la L1 con menos frecuencia que los no AICLE y menos competentes. Asimismo, la estrategia de préstamo es típica de los estudiantes AICLE principiantes y de aquellos entre un nivel básico e intermedio, pero ninguna estrategia basada en la L1 es típica ni de los estudiantes AICLE más avanzados ni de los más competentes.

  • English

    This study examines the effect of Content-and-Language-Integrated-Learning (CLIL) and proficiency level in the foreign language (FL) on bilingual Basque/Spanish secondary school learners’ self-reported opinions of the use of first language (L1)-based communication strategies (CSs) in four different age/proficiency CLIL and NON-CLIL groups of third language (L3) English learners. The Quick Placement Test (QPT) was used to test general proficiency and a questionnaire taken from Martínez-Adrián, Gallardo-del-Puerto and Basterrechea (2019) was administered so as to explore learners’ self-reported opinions of their use of L1-based CSs. Results show that CLIL and more proficient learners reported to use L1-based CSs to a lesser extent than NON-CLIL and less proficient learners. Additionally, borrowings are common among beginner CLIL learners and students in a transitional proficient stage between an elementary and intermediate level whereas none of L1-based CSs are typical either of more experienced CLIL learners or of more proficient ones.

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