CLIL和非CLIL英语学习者口语生产中的母语使用、词汇丰富度、准确性和句法复杂性

IF 0.4 3区 文学 0 LANGUAGE & LINGUISTICS
M. Adrián, M. J. G. Mangado
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引用次数: 8

摘要

由于内容和语言综合学习(CLIL)课堂更加注重交流,并且通常在这些环境中提高了一般的熟练程度,本研究旨在探讨(i)与非CLIL学习者相比,CLIL学习者在互动策略和迁移失误方面是否存在较低的母语使用率;(ii)两组之间在词汇丰富度(类型/标记比例和D)、准确性(词序和正确使用定冠词和不定冠词)和句法复杂性(简单句和复杂句的使用以及时态的变化)方面是否存在差异;(iii)母语的使用是否与词汇丰富度、准确性和句法复杂性相关。对两组14岁巴斯克/西班牙双语学生学习L3英语的口语生成任务的分析表明,CLIL组使用L1的比例较低。CLIL组在词汇丰富度、一般熟练程度、定冠词和不定冠词的正确使用以及复杂从句的使用方面也取得了更好的成绩。没有观察到母语使用与准确性或句法复杂性之间的相关性,这表明母语使用的减少并不总是与语言特定方面的更好表现或更复杂语言的使用有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
L1 Use, Lexical Richness, Accuracy and Syntactic Complexity in the Oral Production of CLIL and NON-CLIL Learners of English
As more focus on communication is promoted in Content and Language Integrated Learning (CLIL) classrooms and general proficiency is usually enhanced in these settings, this study aims to explore (i) whether a lower rate of L1 use, as regards interactional strategies and transfer lapses, is found in CLIL learners when compared to NON-CLIL learners; (ii) whether differences exist between both groups in lexical richness (type/token ratio and D), accuracy (word order and correct production of the definite and indefinite article) and syntactic complexity (production of simple and complex sentences and variety of tenses used); and (iii) whether L1 use correlates with lexical richness, accuracy and syntactic complexity. The analysis of an oral production task of two groups of fourteen year-old Basque/Spanish bilingual students learning L3 English indicates that the CLIL group made lower use of L1. The CLIL group also obtained better scores in lexical richness and general proficiency as well as in the correct production of definite and indefinite articles and in the use of complex clauses. No correlation was observed between L1 use and accuracy or syntactic complexity, suggesting that a decrease in L1 use is not always related to better performance in specific aspects of language or the use of more complex language.
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来源期刊
CiteScore
0.80
自引率
0.00%
发文量
13
审稿时长
28 weeks
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