Effect of language learning strategies on vocabulary development in CLIL

• Reynaert, Barbora ^[1]
  1. [1] University of West Bohemia

     University of West Bohemia

     Chequia

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 41, 2024, págs. 225-240
• Idioma: inglés
• DOI: 10.30827/portalin.vi41.27217
• Títulos paralelos:
  • Efecto de las estrategias de aprendizaje de lenguas en el desarrollo del vocabulario en AICLE
• Enlaces
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• Resumen
  • español

    Este estudio investiga el uso de estrategias de aprendizaje de lenguas dentro del contexto del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) para la producción de vocabulario durante un año.  La investigación se realizó en la República Checa en12 clases con una muestra de 286 participantes (11 y 14 años). La mitad del grupo tenía un año de experiencia en AICLE antes del estudio. Las materias de contenido analizadas fueron Historia y Educación Cívica y la lengua de instrucción el inglés. El objetivo del estudio es averiguar cuál es la conexión entre las estrategias de aprendizaje de lenguas y la adquisición de vocabulario en las clases AICLE.  Las pruebas de niveles de vocabulario de Laufer & Nation y el Inventario de estrategias para el aprendizaje de idiomas de Oxford sirvieron como instrumento. Las variables fueron: experiencia en AICLE, género, materia de contenido y docente. El año previo de AICLE y el docente resultaron ser datos significativos. En los cuestionarios, cinco estrategias mostraron una influencia positiva en el incremento del vocabulario productivo. Sorprendentemente, otras cinco estrategias impactaron negativamente en la producción de vocabulario. Las estrategias basadas en tareas demostraron ser superiores a las estrategias basadas en la adquisición de vocabulario.

  • English

    This study focuses on language learning strategy use examined in the context of Content and Language Integrated Learning (CLIL) with a specific focus on productive vocabulary development in a school year time frame.

    The research took place in the Czech Republic, a sample comprised of 286 pupils ranging from 11 to 14 years of age, a total of 12 classes spread over three schools. Half of the experimental group had one year of CLIL experience prior to the study. The content subjects in the experimental classes were History and Civics; the language of instruction was English. The study aimed at finding out what is the connection between language learning strategies and vocabulary acquisition in CLIL classes.

    Standardized Laufer & Nation’s vocabulary levels tests and Oxford’s Strategy Inventory for Language Learning served as data collection instruments. Variables taken into consideration were CLIL experience, gender, content subject and teacher. The previous year of CLIL and the teacher turned out to be significant. Concerning the questionnaires, five strategies showed a positive influence on the growth of productive vocabulary. Surprisingly enough, five strategies negatively impacted vocabulary. Strategies using a task-based methodology proved superior to purely vocabulary-based strategies.

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