Current trends in L2 Current trends in L2 vocabulary learning and vocabulary learning and instruction. Is CLIL the instruction. Is CLIL the

right approach?right approach?

Maria XanthouMaria XanthouUniversity of CyprusUniversity of Cyprus

Greek Applied Linguistics Association14th International Conference

Advances in Research on Language Acquisition and Teaching 

14-16 December 2007 Capsis Hotel, Thessaloniki Greece

IntroductionIntroduction

Educational aims of European UnionEducational aims of European Union increasing increasing exposure to L2 exposure to L2

Teaching subject matter through the medium of a Teaching subject matter through the medium of a second or a foreign language second or a foreign language Content and Content and Language Integrated Learning (CLIL).Language Integrated Learning (CLIL).

Common European Framework: participating in Common European Framework: participating in courses in other curriculum subjects which courses in other curriculum subjects which employ L2 as a medium of instruction’ (Council of employ L2 as a medium of instruction’ (Council of Europe, 2001: 2). Europe, 2001: 2).

Commission of European Communities (2003) - Commission of European Communities (2003) - Action Plan 2004-2006: pupils need to be able to Action Plan 2004-2006: pupils need to be able to ‘study at least some of their curriculum through ‘study at least some of their curriculum through the medium of a foreign language’ (p.11).the medium of a foreign language’ (p.11).

This study examines the impact of This study examines the impact of CLIL on L2 vocabulary knowledge.CLIL on L2 vocabulary knowledge.

Implementing CLILImplementing CLIL Canada’s immersion education from the Canada’s immersion education from the

1970’s (Harley et al, 1990) 1970’s (Harley et al, 1990) United StatesUnited States transition transition ((Schleppegrell et Schleppegrell et

al, 2004).al, 2004). Last two decades Last two decades gaining prominence gaining prominence (Chapple and Curtis, 2000)(Chapple and Curtis, 2000) Wide applicabilityWide applicability the last 15 years the last 15 years

(Hong Kong, Australia, Indonesia, (Hong Kong, Australia, Indonesia, Argentina, Europe)Argentina, Europe)

CLIL in EuropeCLIL in Europe

CLIL approach CLIL approach a fast expanding a fast expanding phenomenon in Europe as in the rest phenomenon in Europe as in the rest of the world (Van de Craen & Mondt, of the world (Van de Craen & Mondt, 2007). 2007).

The Eurydice survey reveals that ‘the The Eurydice survey reveals that ‘the initiatives in the field of CLIL have initiatives in the field of CLIL have increased in recent years’ (increased in recent years’ (European European Commission, 2005: 55Commission, 2005: 55 p.55)p.55)

Studies revealing foreign Studies revealing foreign language gainslanguage gains

Stoller (2004)Stoller (2004) improved language improved language abilities and content-area knowledge gainsabilities and content-area knowledge gains

Short (1994)Short (1994) retention of vocabulary and retention of vocabulary and content concepts content concepts

Gramkow (2001: 13) Gramkow (2001: 13) more more investigations into the effects of CLIL investigations into the effects of CLIL teaching are needed.teaching are needed.

Wesche (1993: 74) Wesche (1993: 74) need for carrying need for carrying out more longitudinal studiesout more longitudinal studies

L2L2 vocabularyvocabulary developmentdevelopment Vocabulary development is central to Vocabulary development is central to

language acquisition (Zimmerman,1997)language acquisition (Zimmerman,1997) An effective approach: An effective approach: deep vocabulary deep vocabulary

learning, activating prior knowledge, learning, activating prior knowledge, learning vocabulary in context, active learning vocabulary in context, active processing, recalling new words, being processing, recalling new words, being provided multiple exposures to new provided multiple exposures to new vocabulary allowing incremental vocabulary allowing incremental vocabulary learning vocabulary learning CLIL satisfies CLIL satisfies these learning conditionsthese learning conditions

Concept

Lemma

Morpho-phonological form

Lexical pointers

MentalLexicon

A view of the structure of the mental lexicon, illustrating a lexical entry

(Radford et al, 1999: 233)

Vocabulary knowledge

lemma

lexeme

meaning syntax

morphology form

The lexical entry in the mental lexicon (Jiang, 2002: 619)

Word pairs and lists, and Word pairs and lists, and the ‘Depth of processing the ‘Depth of processing

hypothesis’hypothesis’ The majority of The majority of word pairsword pairs are not wholly are not wholly

synonymous in terms of cultural or synonymous in terms of cultural or grammatical aspects.grammatical aspects.

Depth of processing hypothesis: deep Depth of processing hypothesis: deep mental processing, elaborate thought and mental processing, elaborate thought and manipulation of new word (Craig and manipulation of new word (Craig and Tulvig, 1975)Tulvig, 1975)

Activating prior knowledgeActivating prior knowledge

New words need to be incorporated New words need to be incorporated into language that is already known into language that is already known (Schmitt and Schmitt, 1995, Stahl, (Schmitt and Schmitt, 1995, Stahl, 1983, Stoller and Grabe, 1993, and 1983, Stoller and Grabe, 1993, and Martin et al, 2002)Martin et al, 2002)

The formation of a rich network of The formation of a rich network of interwoven associations around old-interwoven associations around old-established words seems to enable established words seems to enable their recall.their recall.

Learning vocabulary in contextLearning vocabulary in context

Context = ‘morphological, syntactic, and Context = ‘morphological, syntactic, and discourse information in a givendiscourse information in a given texttext’ ’ ( ( Nation Nation and Coady, 1988: 102)and Coady, 1988: 102)

When learning a language When learning a language Consider all Consider all systems of language –discourse, semantics, systems of language –discourse, semantics, phonology, pragmatics (Rutherford, 1987, phonology, pragmatics (Rutherford, 1987, Nation, Nation, 2001)2001)

Comprehension of discourse Comprehension of discourse when students when students make meaningful connections between make meaningful connections between vocabulary and the contexts in which it is foundvocabulary and the contexts in which it is found

Integrating content and language (CLIL) is rooted Integrating content and language (CLIL) is rooted on learning new vocabulary in the environment on learning new vocabulary in the environment of meaningful context. of meaningful context.

Learning vocabulary in Learning vocabulary in contextcontext

Research in this areaResearch in this area exposure to exposure to meaningful language enhances meaningful language enhances vocabulary knowledge.vocabulary knowledge.

Coady (1997: 275-276) Coady (1997: 275-276) synthesis of synthesis of research: exposure to meaningful research: exposure to meaningful language enhances vocabulary language enhances vocabulary knowledgeknowledge

CLIL methodology provides content-based CLIL methodology provides content-based language environments where contexts language environments where contexts demonstrate the pragmatic value of demonstrate the pragmatic value of target wordstarget words

Active processingActive processing Research review on vocabulary learning Research review on vocabulary learning

by Mezynski (1983: 273) identified active by Mezynski (1983: 273) identified active processing as an important factor processing as an important factor associated with effective vocabularyassociated with effective vocabulary

CLILCLIL provides opportunities for being provides opportunities for being involved actively with target L2 words.involved actively with target L2 words.

Recalling the new wordRecalling the new word Vocabulary programmes should allow Vocabulary programmes should allow

opportunities to the learner to recall a opportunities to the learner to recall a new word (Schmitt and Schmitt, 1995: new word (Schmitt and Schmitt, 1995: 135) 135)

Providing several exposures to new words enables Providing several exposures to new words enables knowledge of the words to grow. A single exposure : knowledge of the words to grow. A single exposure : not enough for learning a new word. not enough for learning a new word.

Nation (1990)Nation (1990) learners need to be involved in 5-16 learners need to be involved in 5-16 repetitions in order to learn a new word. repetitions in order to learn a new word.

Herman et al (1987) Herman et al (1987) the probability of learning a word the probability of learning a word from context after a single exposure is only .05. from context after a single exposure is only .05. Repeated encounters with target words can expand Repeated encounters with target words can expand word meanings and illustrate new associations with word meanings and illustrate new associations with that word. that word.

Rott (1999) examined the effect of exposure frequency Rott (1999) examined the effect of exposure frequency on intermediate learners’ incidental vocabulary on intermediate learners’ incidental vocabulary acquisition: six exposures produced significantly more acquisition: six exposures produced significantly more vocabulary knowledge than two or four exposure vocabulary knowledge than two or four exposure frequencies. frequencies.

A content-based approach provides recurring exposure A content-based approach provides recurring exposure to new vocabulary to new vocabulary

Robinson (2005): explored CLIL teaching Robinson (2005): explored CLIL teaching frequent repetition of the key vocabularyfrequent repetition of the key vocabulary

Repeated exposures to targetRepeated exposures to targetvocabularyvocabulary

Repeated exposures allow Repeated exposures allow incremental vocabulary incremental vocabulary

learninglearning

The meanings of a word can develop and The meanings of a word can develop and expand while dealing with meaning expand while dealing with meaning making (Schmitt, 2000).making (Schmitt, 2000).

Repeated exposures-Repeated exposures-Linguistic frameworksLinguistic frameworks

Noun phrase Verb phrase Adjective phrase

(new informati

on)

Noun phrase

A buggy is a very, very simple

vehicle

it ’s a very, very simple

moving object

so it ’s going to be a very, very simple moving

four wheeled object or vehicle

Providing meaning using a linguistic framework (Robinson, 2005: 442)

Learning L2 vocabulary in CLIL Learning L2 vocabulary in CLIL classroomsclassrooms

CLIL: opportunities to activate CLIL: opportunities to activate background knowledge, learn vocabulary background knowledge, learn vocabulary in context, process actively the new in context, process actively the new words, recall target words, and be offered words, recall target words, and be offered multiple exposures to the new multiple exposures to the new vocabulary.vocabulary.

The studyThe studyResearch methodologyResearch methodology

Experimental pretest – posttest Experimental pretest – posttest researchresearch

Quantitative dataQuantitative data Observation of video-taped lessonsObservation of video-taped lessons Qualitative dataQualitative data

HypothesisHypothesis

The CLIL group was expected to have The CLIL group was expected to have significant gains in L2 vocabulary significant gains in L2 vocabulary knowledge, outperforming their knowledge, outperforming their counterparts counterparts

a) who were not involved in CLILa) who were not involved in CLIL

b) who were not involved in CLIL but b) who were not involved in CLIL but were were

exposed to the word list method exposed to the word list method

ExperimentExperiment

The subjects involved in the experiment The subjects involved in the experiment were sixty 11 year old – level 3 EFL were sixty 11 year old – level 3 EFL learners attending public primary schools.learners attending public primary schools.

NonCLIL: NonCLIL:

G1 G1 O1 O1 X content L1 X content L1 O2 O2 (21)(21) CLIL: CLIL: G2 G2 P1 P1 X content L2 X content L2 P2 P2 (24)(24) NonCLIL+Word Lists:NonCLIL+Word Lists:

G3 G3 R1 R1 word lists word lists R2 R2 (15)(15)

Figure 1

There were no sig. differences between the three groups on vocabulary knowledge at the

outset of the study

ANOVA

GVocPre

2 35,499 ,402 ,671

57 88,407

59

Between Groups

Within Groups

Total

df Mean Square F Sig.

CLIL - Non CLIL: t-test: ,685 no sign. difference

CLIL – Word List: t-test: ,635 (<,05) no sign. dif.

Results

Paired Samples Statistics

8,0833 24 11,50016

33,5833 24 20,92828

GVocPre

GVocPost

Pair1

Mean N Std. Deviation

Pre test – post test performance of the experimental group’s L2 vocabulary knowledge

(CLIL)Sig.difference (,000)

Paired Samples Test

-25,50000 11,33674 -11,019 ,000GVocPre - GVocPostMean Std. Deviation

Paired Differences

t Sig. (2-tailed)

Paired Samples Statistics

6,9524 21 5,67870

7,8571 21 5,71214

GVocPre

GVocPost

Pair1

Mean N Std. Deviation

Paired Samples Test

-,90476 1,41084 -2,939 20 ,008GVocPre - GVocPostPair 1Mean Std. Deviation

Paired Differences

t df Sig. (2-tailed)

Pre test – post test performance of the control group’s L2 vocabulary knowledge (NonCLIL)

Sig.difference (,008)

Paired Samples Statistics

9,8000 15 9,82853

18,4667 15 15,36167

GVocPre

GVocPost

Pair1

Mean N Std. Deviation

Paired Samples Test

-8,66667 7,28665 -4,606 ,000GVocPre - GVocPostPair 1Mean Std. Deviation

Paired Differences

t Sig. (2-tailed)

Pre test – post test performance of the Word List group’s L2 vocabulary knowledge

Sig.difference (,000)

Post tests demonstrated sig. Post tests demonstrated sig. differences between the three differences between the three

groupsgroupsANOVA

GVocPost

2 3760,731 15,279 ,000

57 246,143

59

Between Groups

Within Groups

Total

df Mean Square F Sig.

CLIL - Non CLIL: t-test:,000 sign. difference

CLIL – Word List: t-test:,014 (<,05) sign. diff.

Observation data – Analysis of Observation data – Analysis of video taped lessonsvideo taped lessons

CLIL provides opportunities forCLIL provides opportunities for

1. Activating prior knowledge 1. Activating prior knowledge e.g. e.g. Subjects talked about the Amazon forests Subjects talked about the Amazon forests comparing them with forests they know. comparing them with forests they know.

2. Learning vocabulary in context2. Learning vocabulary in context e.g. e.g. They learned the words: ‘flora and fauna’ together They learned the words: ‘flora and fauna’ together with the words ‘species, plants, jungle, birds, with the words ‘species, plants, jungle, birds, reptiles, amphibians, mammals’.reptiles, amphibians, mammals’.

3.Active processing of new vocabulary3.Active processing of new vocabulary e.g. They looked at maps and searched reading e.g. They looked at maps and searched reading texts to find information about topics and then had texts to find information about topics and then had to decide whether some statements were true or to decide whether some statements were true or false, or fill in missing words.false, or fill in missing words.

The Amazon basin – AmazoniaThe Amazon basin – AmazoniaTrue or False?True or False?

The Amazon is the second in The Amazon is the second in length river length river ofof the world the world

It sIt starts fromtarts from Andes Andes ((PerouPerou)) to to the Pacific the Pacific OceanOcean

The biggeThe biggestst part of part of the Amazon the Amazon basinbasin is covered by is covered by plainsplains..

The Amazon is The Amazon is navigablenavigable ((πλωτός)πλωτός)

Big boats can travel Big boats can travel TheThere are many plants because re are many plants because

of theof the heavy heavy rainfallrainfall.. The jungle of Amazon is one The jungle of Amazon is one ofof

the mothe mostst important important biotopesbiotopes in the worldin the world

It is easy to walk and see all It is easy to walk and see all the junglethe jungle

√√ XX XX √√ √√ √√ XX

Handout, p.3

The role of the Amazon in the life of The role of the Amazon in the life of the countrythe country

FloraFlora andand FaunaFauna ((XXλωρίδα λωρίδα και και πανίδαπανίδα)) Flora Flora ((SWA 56)SWA 56)

Look at the map. What Look at the map. What kind of kind of floraflora is there in the is there in the Amazon?Amazon?

Unscramble the words: Unscramble the words: rtoipacl froetssrtoipacl froetss

…………………………………………………………………….... Tropical forestsTropical forests Amazonia: Amazonia: 55,000 55,000 speciesspecies

of plants of plants

http://www.tourist4tourist.com/blog/wp-content/brazil_amazonia_rain_forest.jpg

http://www.brazadv.com/brazil_tours/flora.asp

Handout, p.4

4. Recalling new words 4. Recalling new words

e.g. through memory games related e.g. through memory games related to content comprehension and to content comprehension and language focus activities language focus activities

Observation data – Observation data – Analysis of video taped Analysis of video taped

lessonslessons

Lets play football!Lets play football!

1. In Brazil, it is ………… with high 1. In Brazil, it is ………… with high temperatures and rainfalls.temperatures and rainfalls. hothot

2. The climate in Brazil is ……..2. The climate in Brazil is ……..

tropicaltropical

a) Guessing game - Pictionary: Look a) Guessing game - Pictionary: Look at the drawing. What is it? (A place at the drawing. What is it? (A place where plants and animals grow)where plants and animals grow)

biotopebiotope b) I spy a word beginning with f….b) I spy a word beginning with f…. FloraFlora d) afnua =d) afnua = faunafauna e) r------l e) r------l

5. Repeated exposures to the target 5. Repeated exposures to the target wordswords

e.g. During 2 minutes the teacher said e.g. During 2 minutes the teacher said the target word ‘tropical’ 7 times the target word ‘tropical’ 7 times (lesson 2)(lesson 2)

Using linguistic frameworksUsing linguistic frameworks

Observation data – Observation data – Analysis of video taped Analysis of video taped

lessonslessons

e.g. Plantation is a big field. It’s a very big field. It’s a very big cultivated field (cotton, tobacco) (lesson 3)

Pedagogical ImplicationsPedagogical Implications 1.Impact of CLIL in content and L2 1.Impact of CLIL in content and L2

vocabulary development. vocabulary development. 2.CLIL provides increased opportunities 2.CLIL provides increased opportunities

for exposing learners to L2 vocabulary for exposing learners to L2 vocabulary knowledge in meaningful situations - knowledge in meaningful situations - (Celce-Murcia and Olshtein, 2000). (Celce-Murcia and Olshtein, 2000).

3.Attaching words to their surroundings 3.Attaching words to their surroundings increases the likelihood of comprehension increases the likelihood of comprehension and retention (Schmitt and Schmitt, and retention (Schmitt and Schmitt, 1995: 133). 1995: 133).

Limitations Limitations a) Variables such as habits, student a) Variables such as habits, student

motivation and personal exposure to motivation and personal exposure to other language learning other language learning environments were not controlled environments were not controlled

b) Small sample b) Small sample space and time space and time triangulations triangulations

c) The post-tests examined subjects’ c) The post-tests examined subjects’ immediate performance. A delayed immediate performance. A delayed test could have examined whether test could have examined whether learning is retained or atrophied over learning is retained or atrophied over time. Re-testing participants time. Re-testing participants long- long-term benefits of CLIL.term benefits of CLIL.

a) CLIL in subjects other than a) CLIL in subjects other than Geography Geography safeguard the safeguard the generalisability of findings. generalisability of findings.

b) Examine the CLIL group’s b) Examine the CLIL group’s productive vocabulary knowledge and productive vocabulary knowledge and not only receptive.not only receptive.

c) Explore the optimal conditions of c) Explore the optimal conditions of CLIL programs and the kind of CLIL programs and the kind of instructional strategies being used instructional strategies being used (Crandall, 1993:119) (Crandall, 1993:119)

d) Consider assessment of content-d) Consider assessment of content-based language instruction -reliable based language instruction -reliable instrumentinstrument

Directions for further Directions for further researchresearch

ConclusionConclusion Results provide evidence that CLIL Results provide evidence that CLIL

has beneficial effects on L2 has beneficial effects on L2 vocabulary learning. vocabulary learning.

Kaufman (2001: 313) Kaufman (2001: 313) the the symbiosis of foreign language and symbiosis of foreign language and content seems to be promising in content seems to be promising in enhancing foreign language enhancing foreign language acquisition.acquisition.

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