Browsing by Subject "Applied linguistics"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
- PublicationOpen AccessAge and type of instruction (CLIC vs. traditional EFL) in lexical development(2016-06-28) Agustín-Llach, María PilarThe present paper compares the vocabulary development of a group of CLIL and of traditional EFL learners along three years. The observation that a CLIL approach might provide with larger benefits in the long run vocabulary is the starting point of this study. We had learners in the two groups complete a letter writing task. These writings were then scrutinized for L1 influence in the form of borrowings and lexical creations. The frequency of the words in the letters was also object of analysis. Results revealed that CLIL learners perform slightly better but non-significantly better than traditional EFL along the three years. Furthermore, the evolution of L1 influence and word use also followed an expected improvement pattern as learners went up grade. However, our results do not provide evidence of a growing CLIL advantage with increasing experience. The young age and low proficiency of learners in the present study might be blocking this possible advantage found elsewhere.
- PublicationOpen AccessUna aproximación a los estudios de caso desde la práctica(Universidad de Murcia. Servicio de Publicaciones, 2004-07-01) Chavarria Navarro, Xavier; Hampshire, Stephen; Martínez, FrancescThe case study method is studied on the basis of two research theses in organizational and education areas After an analysis of contributions by experts concerning the nature of a case study and their application in practice, our article concludes with a descriptive outline of a case study.
- PublicationOpen AccessExplicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books(2015-12-18) Bueno-Alastuey, Mª Camino; Luque Agulló, GloriaResearch has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.
- PublicationOpen AccessFrom the perspective of: functional analysis of lexical bundles in applied linguistics research articles (2019-01-21) Jalilifar, Alireza; Ghoreishi, Seyed MohammadThe current study explored two levels of formulaic sequences, general and discipline specific, in a corpus of 200 applied linguistics research articles and examined the functions they serve. Using Antconc software, in total, 2563 sequences were identified including 593 general and 1370 discipline - specific sequences. These numbers account for 30% and 70% of the full list of formulaic sequences, covering 8.54% in comparison to 7.76% of one - million - word corpus , respectively. Functional analysis revealed that g eneral and discipline - specific formulaic sequences follow the same pattern, with text - oriented sequences making it to the top of the list followed by research - oriented and participant - oriented sequences. Discipline - specific sequences surpassed general sequ ences, providing evidence for the existence of more diversity of discipline - specific formulaic sequences. Structural and functional correlates also showed that the form of formulaic sequences is closely related to the functional use of the sequences rather than whether they are general or specific domain .
- PublicationOpen Access
- PublicationOpen AccessThe impact of CLIL on the acquisition of L2 competences and skills in primary education(2016-12-12) Nieto Moreno de Diezmas, EstherThe aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so, results of CLIL and non-CLIL learners enrolled in the 4 th year of primary education (9-10-year-olds) were examined and contrasted. Findings showed that the only communicative competence in which differences in favour of CLIL students were significant was spoken production and interaction. However, significant differences have also been detected in the following indicators: "preparing an outline before writing" (writing), "understanding space-time relations" (reading), and "global comprehension" and "identification of details" (listening). The confined effectiveness of CLIL may be due to the limited time of extra exposure to English, the young age of participants and the absence of any selection process for CLIL learners.