The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

Artieda Gemma; Roquet Helena; Nicolas-Conesa Florentina

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The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

机译：年龄和暴露对两个学习背景下的EFL成就的影响：正式教学和正式指导+内容和语言综合学习（CLIL）

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摘要

This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330-1.400) in a first comparison, and secondly, for age (13-14 years old). When matched for number of hours of exposure, results confirmed the older learners' advantage in FL contexts, as non-CLIL students (2 years older) significantly outperformed CLIL learners in listening comprehension and in two measures of writing: accuracy and coordination index. When matched for age, the group with extra L2 exposure (FI + CLIL) was significantly better than the non-CLIL group in reading comprehension and in several dimensions of writing: lexical richness, linguistic and communicative competence. These findings illustrate the language learning potential of a partial CLIL programme in an EFL context. A threshold of 300 CLIL hours may need to be surpassed for CLIL learners to reap the benefits of additional exposure across L2 skills.

机译：本研究调查了生物学时代和L2暴露对中学两组加泰罗坦 - 西班牙中级学习者的作用（组，正式指导（FI），N = 50; B组，Fi + Clil，N关于接受和生产L2技能以及语法知识的50）。学习者在第一次比较中匹配了几个小时的曝光（1.330-1.400），其次（13-14岁）。当曝光时间匹配时，结果证实了旧的学习者在流体中的优势，因为非克利学生（2岁）在听力理解和两种写作措施中表现出明显优势的Clil学习者：准确性和协调指标。当匹配年龄时，具有额外的L2暴露（Fi + ClIL）的组比阅读理解和书写的几个方面明显优于非ClIL组：词汇丰富，语言和交际能力。这些发现说明了EFL上下文中的部分CLIL程序的语言学习潜力。对于Clil学习者，可能需要超过300克里尔小时的阈值，以获得跨L2技能的额外暴露的益处。

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来源
《International Journal of Bilingual Education and Bilingualism》 |2020年第4期|449-472|共24页
作者
Artieda Gemma; Roquet Helena; Nicolas-Conesa Florentina;
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作者单位

Univ Barcelona Dept English Studies Barcelona Spain;

Univ Int Catalunya Inst Multilingualism Barcelona Spain;

Ctr Univ Def Dept Languages Murcia Spain;

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原文格式 PDF
正文语种 eng
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关键词
CLIL; formal instruction; EFL learners; age; exposure;

机译：clil;正式教学;efl学习者;年龄;曝光;

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The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

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