The Effects of a Content-Based Language Course on Students’ Academic Vocabulary Production

• Navarro Gil, Noelia ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, ISSN-e 2604-5613, ISSN 2604-5893, Vol. 2, Nº. 2, 2019, págs. 25-42
• Idioma: inglés
• DOI: 10.5565/rev/clil.30
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    Este estudio examina los efectos de la enseñanza de lengua basada en contenidos (CBI por sus siglas en inglés) en la producción de vocabulario académico en una tareaescrita de clase. Los textos fueron redactados por estudiantes universitarios de primer año inscritos en dos modalidades diferentes, inglés como medio de instrucción (EMI por sus siglas en inglés) y el mismo programa en su L1 (Catalán/Castellano), durante un semestre. Tanto los materiales utilizados en la clase como el corpus de estudiantes se examinaron para identificar el grado en el que incorporan elementos de tres listas de terminología académica interdisciplinaria, específicamente las listas de vocabulario (AVL), de colocaciones (ACL) y de fórmulas (AFL) académicas. Los resultados indicaron que los estudiantes, tanto de L1 como de EMI, produjeron un mayor número de palabras académicas y técnicas después del curso. Los estudiantes de EMI también aumentaron el uso de colocaciones y fórmulas. Los beneficios de CBI para adquirir terminología académica y desarrollar la alfabetización disciplinaria se discuten a la luz de las dos modalidades estudiadas.

  • català

    Aquest estudi examina els efectes de l'ensenyament de llengua basat en continguts (CBI per les seves sigles en anglès) en la producció de vocabulari acadèmic en una tasca escrita de classe. Els textos van ser redactats per estudiants universitaris de primer any inscrits en dues modalitats diferents, anglès com a mitjà d'instrucció (EMI per les seves sigles en anglès) i el mateix programa en la seva L1 (Català / Castellà), durant un semestre. Tant els materials utilitzats a la classe com el corpus d'estudiants es van examinar per identificar el grau en què incorporen elements de tres llistes de terminologia acadèmica interdisciplinària, específicament les llistes de vocabulari (AVL), de col·locacions (ACL) i de fórmules acadèmiques (AFL). Els resultats van indicar que tant els estudiants de L1 com d'EMI van produir un major nombre de paraules acadèmiques i tècniques després del curs. Els estudiants d'EMI també van augmentar l'ús de col·locacions i fórmules. Els beneficis de CBI per adquirir terminologia acadèmica i desenvolupar l'alfabetització disciplinària es discuteixen a la llum de les dues modalitats estudiades.

  • English

    This study examines the effects of content-based language instruction (CBI)on the production of academic vocabulary in texts written in Englishby university learners enrolled in two different instruction settings, i.e. English as Medium of Instruction –EMI–, and the same programme in the students’ L1 (Catalan/Spanish), over one semester. Both the materials used in class and the learner corpus were examined in order to identify the degree to which they incorporate (i.e. cover) items from three lists of interdisciplinary academic terminology, namely the Academic Vocabulary List (AVL), the Academic Collocations List (ACL) and the Academic Formulas List (AFL). The results indicate that the class material covers 5% of ACL, 32% of AVL, and 64% of AFL, which reflects the academic and pedagogical nature of its contents. In the learner corpus, both L1 and EMI learners produced more general academic and technical words after the course. EMI learners also increased their use of collocations and formulas. The benefits of CBI for acquiring academic terminology and for developing disciplinary literacy are discussed in the light of the two settings of instruction under study.

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