How a CLIL approach may affect the size of receptive vocabulary and the use of vocabulary learning strategies: An empirical study focused on Extremaduran secondary learners

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How a CLIL approach may affect the size of receptive vocabulary and the use of vocabulary learning strategies: An empirical study focused on Extremaduran secondary learners

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Title: How a CLIL approach may affect the size of receptive vocabulary and the use of vocabulary learning strategies: An empirical study focused on Extremaduran secondary learners
Author: Castellano Risco, Irene Olga
Abstract: Actualmente, el conocimiento de vocabulario se ha erigido como un aspecto clave en la adquisición de una segunda lengua. A su vez, AICLE, como enfoque educativo en el que distintas materias no lingüísticas se enseñan utilizando una lengua extranjera, ha irrumpido en las aulas en los últimos años como una realidad, basándose para ello en los beneficios demostrados en lo referente a adquisición de vocabulario. Este Trabajo Final de Máster presenta un estudio sobre el uso de estrategias de aprendizaje de vocabulario y su relación con el nivel de vocabulario receptivo de los alumnos de Secundaria. Para llevar a cabo este análisis, se le ha pedido a dos grupos, uno AICLE y uno no AICLE, que respondieran dos cuestionarios: un test de estrategias de vocabulario y un test de vocabulario receptivo (Yes/No test). Los datos obtenidos fueron analizados teniendo en cuenta dos propósitos: analizar diferencias en el uso de estrategias de aprendizaje de vocabulario por alumnos AICLE y no AICLE, y buscar relaciones entre el uso de ciertas estrategias de vocabulario y el nivel de vocabulario receptivo de los estudiantes. Los resultados obtenidos muestran que existen diferencias entre ambos grupos no solo en el nivel de vocabulario receptivo, sino también en el uso de estrategias de aprendizaje de vocabulario.Vocabulary has risen up as a key issue in Second Language Learning. Moreover, CLIL, as an educational approach in which content subjects are taught through a foreign language, has irrupted as a reality in the recent years, relying on its reported benefits in relation to vocabulary learning in the foreign language used. The present MA dissertation presents a study about the use of vocabulary learning strategies and their relation to the receptive vocabulary size of secondary school learners. In order to explore this issue, two groups (a CLIL group and non-CLIL group) of Extremaduran students were asked to answer two different questionnaires: A Yes/No test and a vocabulary learning strategies test. The data obtained were analyzed following two specific purposes: Looking for any differences in the use of strategies by CLIL and non-CLIL learners and for any relation between the use of vocabulary learning strategies and their levels of receptive vocabulary. The results show that there seems to be differences between both groups not only in the receptive vocabulary size but also in the use of vocabulary learning strategies.
URI: http://hdl.handle.net/10662/3254
Date: 2015-07-24


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