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Title: Current trends in L2 vocabulary learning and instruction' Is CLIL the right approach


1
Current trends in L2 vocabulary learning and
instruction. Is CLIL the right approach?
Greek Applied Linguistics Association 14th
International Conference Advances in Research on
Language Acquisition and Teaching  14-16 December
2007 Capsis Hotel, Thessaloniki Greece
  • Maria Xanthou
  • University of Cyprus

2
  • Introduction
  • Educational aims of European Union? increasing
    exposure to L2
  • Teaching subject matter through the medium of a
    second or a foreign language ? Content and
    Language Integrated Learning (CLIL).
  • Common European Framework participating in
    courses in other curriculum subjects which employ
    L2 as a medium of instruction (Council of
    Europe, 2001 2).
  • Commission of European Communities (2003) -
    Action Plan 2004-2006 pupils need to be able to
    study at least some of their curriculum through
    the medium of a foreign language (p.11).
  • This study examines the impact of
  • CLIL on L2 vocabulary knowledge.

3
Implementing CLIL
  • Canadas immersion education from the 1970s
    (Harley et al, 1990)
  • United States? transition (Schleppegrell et al,
    2004).
  • Last two decades ? gaining prominence
  • (Chapple and Curtis, 2000)
  • Wide applicability? the last 15 years (Hong Kong,
    Australia, Indonesia, Argentina, Europe)

4
CLIL in Europe
  • CLIL approach ? a fast expanding phenomenon in
    Europe as in the rest of the world (Van de Craen
    Mondt, 2007).
  • The Eurydice survey reveals that the initiatives
    in the field of CLIL have increased in recent
    years (European Commission, 2005 55 p.55)

5
Studies revealing foreign language gains
  • Stoller (2004)? improved language abilities and
    content-area knowledge gains
  • Short (1994)? retention of vocabulary and content
    concepts
  • Gramkow (2001 13) ? more investigations into the
    effects of CLIL teaching are needed.
  • Wesche (1993 74) ? need for carrying out more
    longitudinal studies

6
L2 vocabulary development
  • Vocabulary development is central to language
    acquisition (Zimmerman,1997)
  • An effective approach deep vocabulary learning,
    activating prior knowledge, learning vocabulary
    in context, active processing, recalling new
    words, being provided multiple exposures to new
    vocabulary allowing incremental vocabulary
    learning ? CLIL satisfies these learning
    conditions

7
Vocabulary knowledge
Mental Lexicon
A view of the structure of the mental lexicon,
illustrating a lexical entry (Radford et al,
1999 233)
8
The lexical entry in the mental lexicon (Jiang,
2002 619)
9
Word pairs and lists, and the Depth of
processing hypothesis
  • The majority of word pairs are not wholly
    synonymous in terms of cultural or grammatical
    aspects.
  • Depth of processing hypothesis deep mental
    processing, elaborate thought and manipulation of
    new word (Craig and Tulvig, 1975)

10
Activating prior knowledge
  • New words need to be incorporated into language
    that is already known (Schmitt and Schmitt, 1995,
    Stahl, 1983, Stoller and Grabe, 1993, and Martin
    et al, 2002)
  • The formation of a rich network of interwoven
    associations around old-established words seems
    to enable their recall.

11
Learning vocabulary in context
  • Context morphological, syntactic, and
    discourse information in a given text ( Nation
    and Coady, 1988 102)
  • When learning a language ? Consider all systems
    of language discourse, semantics, phonology,
    pragmatics (Rutherford, 1987, Nation, 2001)
  • Comprehension of discourse ? when students make
    meaningful connections between vocabulary and the
    contexts in which it is found
  • Integrating content and language (CLIL) is rooted
    on learning new vocabulary in the environment of
    meaningful context.

12
Learning vocabulary in context
  • Research in this area? exposure to meaningful
    language enhances vocabulary knowledge.
  • Coady (1997 275-276) ?synthesis of research
    exposure to meaningful language enhances
    vocabulary knowledge
  • CLIL methodology provides content-based language
    environments where contexts demonstrate the
    pragmatic value of target words

13
Active processing
  • Research review on vocabulary learning by
    Mezynski (1983 273) identified active processing
    as an important factor associated with effective
    vocabulary
  • CLIL? provides opportunities for being involved
    actively with target L2 words.

Recalling the new word
  • Vocabulary programmes should allow opportunities
    to the learner to recall a new word (Schmitt and
    Schmitt, 1995 135)

14

Repeated exposures to targetvocabulary
  • Providing several exposures to new words enables
    knowledge of the words to grow. A single
    exposure not enough for learning a new word.
  • Nation (1990)? learners need to be involved in
    5-16 repetitions in order to learn a new word.
  • Herman et al (1987) ?the probability of learning
    a word from context after a single exposure is
    only .05. Repeated encounters with target words
    can expand word meanings and illustrate new
    associations with that word.
  • Rott (1999) examined the effect of exposure
    frequency on intermediate learners incidental
    vocabulary acquisition six exposures produced
    significantly more vocabulary knowledge than two
    or four exposure frequencies.
  • A content-based approach provides recurring
    exposure to new vocabulary
  • Robinson (2005) explored CLIL teaching
  • ? frequent repetition of the key vocabulary

15
Repeated exposures allow incremental vocabulary
learning
  • The meanings of a word can develop and expand
    while dealing with meaning making (Schmitt, 2000).

16
Repeated exposures-Linguistic frameworks
Providing meaning using a linguistic framework
(Robinson, 2005 442)
17
Learning L2 vocabulary in CLIL classrooms
  • CLIL opportunities to activate background
    knowledge, learn vocabulary in context, process
    actively the new words, recall target words, and
    be offered multiple exposures to the new
    vocabulary.

18
The studyResearch methodology
  • Experimental pretest posttest research
  • Quantitative data
  • Observation of video-taped lessons
  • Qualitative data

19
  • Hypothesis
  • The CLIL group was expected to have
    significant gains in L2 vocabulary knowledge,
    outperforming their counterparts
  • a) who were not involved in CLIL
  • b) who were not involved in CLIL but were
  • exposed to the word list method

20
Experiment
  • The subjects involved in the experiment were
    sixty 11 year old level 3 EFL learners
    attending public primary schools.
  • NonCLIL
  • G1 ? O1 ? X content L1 ? O2 (21)
  • CLIL G2 ? P1 ? X content L2 ? P2 (24)
  • NonCLILWord Lists
  • G3 ? R1 ? word lists ? R2 (15)

Figure 1
21
Results
There were no sig. differences between the three
groups on vocabulary knowledge at the outset of
the study
CLIL - Non CLIL t-test ,685 ? no sign.
difference CLIL Word List t-test ,635 (lt,05)?
no sign. dif.
22
Pre test post test performance of the
experimental groups L2 vocabulary knowledge
(CLIL) Sig.difference (,000)
23
Pre test post test performance of the control
groups L2 vocabulary knowledge
(NonCLIL) Sig.difference (,008)
24
Pre test post test performance of the Word List
groups L2 vocabulary knowledge Sig.difference
(,000)
25
Post tests demonstrated sig. differences between
the three groups
CLIL - Non CLIL t-test,000 ? sign.
difference CLIL Word List t-test,014 (lt,05) ?
sign. diff.
26
Observation data Analysis of video taped lessons
  • CLIL provides opportunities for
  • 1. Activating prior knowledge e.g. Subjects
    talked about the Amazon forests comparing them
    with forests they know.
  • 2. Learning vocabulary in context e.g. They
    learned the words flora and fauna together
    with the words species, plants, jungle, birds,
    reptiles, amphibians, mammals.
  • 3.Active processing of new vocabulary e.g. They
    looked at maps and searched reading texts to find
    information about topics and then had to decide
    whether some statements were true or false, or
    fill in missing words.

27
The Amazon basin AmazoniaTrue or False?
Handout, p.3
  • The Amazon is the second in length river of the
    world
  • It starts from Andes (Perou) to the Pacific Ocean
  • The biggest part of the Amazon basin is covered
    by plains.
  • The Amazon is navigable (p??t??)
  • Big boats can travel
  • There are many plants because of the heavy
    rainfall.
  • The jungle of Amazon is one of the most important
    biotopes in the world
  • It is easy to walk and see all the jungle
  • v
  • X
  • X
  • v
  • v
  • v
  • X

28
The role of the Amazon in the life of the
countryFlora and Fauna (X????da ?a? pa??da)
Handout, p.4
  • Flora (SWA 56)
  • Look at the map. What kind of flora is there in
    the Amazon?
  • Unscramble the words rtoipacl froetss
  • ..
  • Tropical forests
  • Amazonia 55,000 species of plants

http//www.tourist4tourist.com/blog/wp-content/bra
zil_amazonia_rain_forest.jpg
http//www.brazadv.com/brazil_tours/flora.asp
29
Observation data Analysis of video taped lessons
  • 4. Recalling new words
  • e.g. through memory games related to content
    comprehension and language focus activities

30
Lets play football!
  • 1. In Brazil, it is with high
  • temperatures and rainfalls.
  • hot
  • 2. The climate in Brazil is ..
  • tropical

31
  • a) Guessing game - Pictionary Look at the
    drawing. What is it? (A place where plants and
    animals grow)
  • biotope
  • b) I spy a word beginning with f.
  • Flora
  • d) afnua
  • fauna
  • e) r------l

32
Observation data Analysis of video taped lessons
  • 5. Repeated exposures to the target words
  • e.g. During 2 minutes the teacher said the
    target word tropical 7 times (lesson 2)
  • Using linguistic frameworks

e.g. Plantation is a big field. Its a
very big field. Its a very big
cultivated field (cotton, tobacco) (lesson
3)
33
  • Pedagogical Implications
  • 1.Impact of CLIL in content and L2 vocabulary
    development.
  • 2.CLIL provides increased opportunities for
    exposing learners to L2 vocabulary knowledge in
    meaningful situations - (Celce-Murcia and
    Olshtein, 2000).
  • 3.Attaching words to their surroundings increases
    the likelihood of comprehension and retention
    (Schmitt and Schmitt, 1995 133).

34
  • Limitations
  • a) Variables such as habits, student motivation
    and personal exposure to other language learning
    environments were not controlled
  • b) Small sample ? space and time triangulations
  • c) The post-tests examined subjects immediate
    performance. A delayed test could have examined
    whether learning is retained or atrophied over
    time. Re-testing participants ? long-term
    benefits of CLIL.

35
Directions for further research
  • a) CLIL in subjects other than Geography ?
    safeguard the generalisability of findings.
  • b) Examine the CLIL groups productive vocabulary
    knowledge and not only receptive.
  • c) Explore the optimal conditions of CLIL
    programs and the kind of instructional strategies
    being used (Crandall, 1993119)
  • d) Consider assessment of content-based language
    instruction -reliable instrument

36
  • Conclusion
  • Results provide evidence that CLIL has beneficial
    effects on L2 vocabulary learning.
  • Kaufman (2001 313) ? the symbiosis of foreign
    language and content seems to be promising in
    enhancing foreign language acquisition.

37
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38
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