scholarly journals Analysis Of Pedagogical Texts Prepared For Academic Turkish As A Foreign Language In Terms Of Academic Vocabulary

2021 ◽  
Author(s):  
Burak TÜFEKÇİOĞLU
Keyword(s):  
Foreign Language ◽  
Academic Vocabulary

scholarly journals CLIL and academic vocabulary: a preliminary study of secondary-school learners’ academic vocabulary size

10.29007/bblh ◽  
2018 ◽  
Author(s):  
Irene Castellano-Risco
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Receptive Vocabulary ◽  
Educational Systems ◽  
Learning Approaches ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Educational Approach ◽  
Academic Level ◽  
Preliminary Study

Since their eruption in the European Educational Systems panorama, the use of CLIL (Content and Language Integrated Learning) approaches has widely spread all throughout Europe, resulting in a revolution in foreign language teaching approaches (Coyle, Hood, Marsh, 2010; Mehisto, Marsh & Frigols, 2008; Pérez Cañado, 2012; Ruiz de Zarobe & Jiménez Catalán, 2009). This situation has set off a plethora of studies with two different foci: on the one hand, researchers have attempted to clarify the CLIL phenomenon, developing a theoretical framework (Coyle, 2006, 2007; Coyle, Hood & Marsh, 2010; Mehisto, Marsh & Frigols, 2008; Pérez-Cañado, 2012) On the other hand, other studies have attempted to identify its main advantages and drawbacks. This latter trend has reported clear benefits of using CLIL approaches in terms of vocabulary learning, L1 transfer (Agustín Llach, 2009) and fluency (Ruiz de Zarobe, 2008) among others. However, although CLIL approaches are developed in academic settings, most of the studies focusing on the area of vocabulary research have concentrated on learners’ general receptive vocabulary size in relation to the CLIL practice (Canga Alonso, 2012; Canga Alonso, 2013; Canga Alonso, 2015; Jiménez Catalán & Ruiz de Zarobe, 2009) and have neglected the analysis of the academic vocabulary.This paper presents a preliminary study on the academic vocabulary and its interaction with the educational approach (CLIL vs English as a Foreign Language) of two groups of secondary-school learners. 100 students in their 3rd year of secondary education took part in this study. They were asked to respond the Academic Level version of the Vocabulary Levels Tests (Schmitt, Schmitt, and Clapham 2001) and the data obtained were compared looking into differences according to the kind of approach. Pearson’s correlation coefficient was used for pinpointing significant correlations. As expected, results show significant discordances as regards academic vocabulary size, revealing higher size of academic vocabulary for the CLIL learners.

scholarly journals Academic Vocabulary in Teacher Talk: Challenges and Opportunities for Pedagogy

2017 ◽  
Vol 9 (3) ◽  
Author(s):  
Averil Coxhead
Keyword(s):  
Foreign Language ◽  
School Context ◽  
Word List ◽  
Teacher Talk ◽  
Academic Vocabulary ◽  
Science Vocabulary ◽  
Challenges And Opportunities ◽  
Subject Areas ◽  
Science Classes ◽  
Academic Year

This article focuses on the opportunities and challenges afforded by teacher talk in Grade Six (10 and 11 year old students) English as an Additional Language, Maths, and Science classes in an international school context in Germany. Teachers recorded their classroom discourse for one week of classes three times in one academic year in each subject. The data shows that high frequency vocabulary prevails in all three subject areas, and Science has a higher vocabulary load than the other two subjects overall. The amount of academic vocabulary, measured by Coxhead’s (2000) Academic Word List, and science vocabulary, measured by Coxhead & Hirsh’s EAP Science List (2007), were lower over the teacher talk than over secondary school textbooks. This means that teacher talk is lexically easier than textbooks. Over the course of the year, the vocabulary load of the teacher talk increases in all three subjects. This article looks at opportunities and challenges presented by the lexis of teacher talk in these subjects for second and foreign language students in these classes and their teachers. Suggestions for further research are presented by way of a conclusion.

scholarly journals A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

2021 ◽  
pp. 136216882110450
Author(s):  
Eva Olsson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Academic Vocabulary ◽  
Language Of Instruction ◽  
Upper Secondary ◽  
L1 And L2

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups ( n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

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