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Abstract: 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.
Autoría: Del Puerto F.G., Lacabex E.G.,
Fuente: Journal of English Studies, vol. 11 (2013) 113-131
Editorial: Universidad de La Rioja
Año de publicación: 2013
Nº de páginas: 19
Tipo de publicación: Artículo de Revista
ISSN: 1576-6357,1695-4300
Proyecto español: FFI2009-10264
Url de la publicación: La publicación original está disponible en: https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/2620/2430
Consultar en UCrea
FRANCISCO GALLARDO DEL PUERTO
GÓMEZ LACABEX, ESTHER
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