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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Vocabulary learning at primary school: comparing EFL and CLIL Tragant Mestres, Elsa; Marsol Jornet, Anna; Serrano Serrano, Raquel; Llanes Baró, Àngels. - : Taylor and Francis, 2015 Abstract: Comparative studies on CLIL (Content Language Integrated Learning) often show an advantage in favor of CLIL vs. non-CLIL students. However, oftentimes studies are difficult to interpret because the hours of instruction between the groups under comparison tend to be quite different. This study focuses on a single group of students (n=22) aged 8 who were exposed to EFL instruction in the Fall term and to CLIL instruction (Science) in the Winter term. The major objectives are to analyse the vocabulary in the materials that were used in class and to examine gains in productive lexical knowledge. Results show that students were exposed to a greater amount of words and to more abstract and technical vocabulary in the CLIL materials and that they made significant progress in vocabulary learning in both contexts. The study also reveals that learning English through Science proved to be a more challenging experience than learning the foreign language in the English class. Keyword: Anglès; Aprenentatge integrat de continguts i llengües estrangeres; Content and Language Integrated Learning; Educació primària; English language; Ensenyament de llengües; Interacció educativa; Interaction analysis in education; Language teaching; Primary education URL: http://hdl.handle.net/2445/163514 BASE Hide details

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