A longitudinal study of L2 historical writing: Lexical richness and writing proficiency in Content and Language Integrated Learning

• Granados, Adrián ^[1] ; López-Jiménez, María Dolores ^[1] ; Lorenzo, Francisco ^[1]
  1. [1] Universidad Pablo de Olavide

     Universidad Pablo de Olavide

     Sevilla, España

     
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 43, 2022, págs. 129-154
• Idioma: inglés
• DOI: 10.17398/2340-2784.43.129
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Al contrario que la mayor parte de la investigación realizada hasta ahora sobre la competencia escrita en contextos formales –que es transversal y está desvinculada del contenido disciplinar–, el propósito de este estudio es ofrecer una descripción longitudinal de la riqueza léxica en el lenguaje histórico en L2 de estudiantes de enseñanza secundaria bilingüe AICLE a lo largo de tres años. La herramienta computacional Coh-Metrix 3.0 ha sido utilizada para analizar la evolución de la diversidad, la densidad y la sofisticación léxicas de un corpus de aprendices compuesto por 75 narraciones históricas producidas por los mismo 15 estudiantes como parte de sus clases de historia en inglés L2. Los resultados muestran un incremento en la cantidad de unidades léxicas empleadas por los estudiantes, así como en la abstracción y asociabilidad de los términos. Esto indica que los estudiantes mejoraron su riqueza léxica, a la vez que desarrollaron su competencia escrita y su literacidad histórica.

  • English

    Unlike most research performed to date on writing proficiency in formal settings—which is cross-sectional and unrelated to disciplinary content—the aim of this paper is to offer a longitudinal description of the lexical richness in the L2 historical writing of CLIL bilingual secondary school students over a three-year period. The automated tool Coh-Metrix 3.0 was used to analyse the evolution of the lexical diversity, density and sophistication of a learner corpus made up of 75 history essays composed by the same 15 students as part of their L2 (English-taught) history lessons. The results show an increase in the number of lexical items employed by the students and in the abstractness and associability of these items. This indicates that students improved their lexical richness, while developing their writing proficiency and history literacy skills.

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