This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials ...(47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.
Introduction: L1 use in content-based and CLIL settings Martínez-Adrián, María; Gutiérrez-Mangado, M. Juncal; Gallardo-del-Puerto, Francisco
International journal of bilingual education and bilingualism,
01/2019, Volume:
22, Issue:
1
Journal Article
The aim of the present study is to gain insight into the use of oral presentations in English in Higher Education. Thirty-five students, divided into two groups – ...Content-and-language-integratedlearning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to perform an oral presentation in English, evaluate their peers’ and own presentations, and eventually assessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indicated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had improved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detriment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form techniques in CLIL contexts at university.
This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a ...language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the ‘total number of words’ and the ‘total number of words containing spelling mistakes’ per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy.
Second language research has shown that females usually outperform their male counterparts (Pavlenko & Piller, 2008). They also have more positive attitudes and greater motivation (Spolsky, 1989). ...Nevertheless, these tendencies have been found to be blurred in meaning-oriented approaches such as Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014). As regards strategic competence, very little research has been conducted on the effect of gender on the use of language learning strategies (Ehrman & Oxford, 1989) and much less on compensatory strategies (Kocoglu, 1997). Besides, there is a lack of research investigating the effect of gender on the use of compensatory strategies by CLIL learners. This study examines the existence of gender differences in the 5th and 6th grades of Primary Education as regards amount and type of strategies preferred in a self-reported questionnaire on compensatory strategy use (i.e. guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignising, avoidance and appeal for assistance). In terms of overall amount, no statistically significant differences emerged, which seem to be in line with those CLIL studies that credit a vanishing effect on gender-related differences. As for types, females tend to avoid answering if they are not sure whereas males prefer to guess and feel more at ease in ambiguity. Females also rely more on borrowing, which makes them feel secure that the content of their message is unambiguously conveyed. In contrast, males prefer to predict, are braver, and take more risks when communicating (see Oxford & Ehrman, 1988).
The capacity of non‐native evaluators to perform foreign accent (FA) judgments has been questioned. This study explores differences between linguistically trained non‐native judges (NNJs) who are ...teachers of English familiar with the students' L1s and naïve native judges (NJs) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irritation) in two groups of language learners (more and less experienced). Results show striking similarities between the two groups of judges. NNJs were as able as NJs to assess FA despite finding it more comprehensible than the NJs did. It is suggested that NNJs' linguistic training promotes a more analytic approach to FA evaluation, which can compensate for the lack of native intuitions.
La capacidad que tienen los evaluadores no‐nativos para realizar juicios de acento extranjero (AE) ha sido cuestionada. Este estudio explora las diferencias a la hora de efectuar juicios de AE entre jueces no‐nativos (NNJs) con formación lingüística que son profesores de inglés y comparten las primeras lenguas de los estudiantes y jueces nativos (NJs) sin formación lingüística que no hablan las primeras lenguas de los estudiantes. Se hizo una comparación de ambos grupos con respecto a su evaluación global del AE y sus efectos comunicativos potenciales (comprensibilidad e irritación) en dos grupos de aprendices de segunda lengua (más y menos experimentados). Los resultados señalan notables similitudes entre los dos grupos de jueces. Los NNJs mostraron una capacidad similar a la de los NJs a la hora de evaluar el AE a pesar de encontrarlo más comprensible de lo que lo hicieron los NJs. Sugerimos que la formación lingüística de los NNJs promueve un enfoque de la evaluación del AE más analítico, lo que puede compensar la falta de intuición nativa.
Abstract
This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English ...acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginners, supporting previous research findings (Fukai, 2000; Watt, 1997). Receptive and productive vocabulary were found to be positively correlated, which indicates a direct relationship between the passive and the active knowledge of FL vocabulary. In agreement with previous research (Agustín Llach and Terrazas Gallego, 2009; Laufer, 1992; Quian, 2002), we found a positive correlation between senior learners’ lexical competence and their reading comprehension.
El presente trabajo versa sobre la enseñanza de las vocales inglesas a estudiantes españoles. En la introducción se analiza la importancia que tiene abordar la pronunciación en el aula de lengua ...extranjera en la persecución del logro de un acento nativo o de una pronunciación inteligible, se enfatiza el papel tan importante que juega el sistema de sonidos de la primera lengua a la hora de adquirir la pronunciación de un segundo idioma y se revisa el papel del profesor en la enseñanza de la pronunciación. La segunda parte presenta un estudio comparativo de los sistemas vocálicos del inglés y del castellano que ayuda en la comprensión de las diferencias y similitudes existentes entre ambos sistemas a fin de poder entender muchos de los fenómenos presentes en la pronunciación de las vocales inglesas por parte de los hablantes de español. La última sección incluye una serie de recursos didáctico-pedagógicos para la instrucción formal de la pronunciación del inglés, con especial referencia al componente vocálico.
El objeto del presente trabajo es recabar información sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos ...–Aprendizaje-integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se administraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presentaciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan considerablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad
PDF
