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The effects of a content-based language course on students’ academic vocabulary production
dc.contributor.author | Navarro Gil, Noelia | |
dc.date.accessioned | 2024-09-10T15:27:34Z | |
dc.date.available | 2024-09-10T15:27:34Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Navarro Gil, Noelia. The effects of a content-based language course on students’ academic vocabulary production. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019, 2(2), p. 25-42. Disponible en: <https://revistes.uab.cat/clil/article/view/v2-n2-navarro>. Fecha de acceso: 10 sep. 2024. DOI: 10.5565/rev/clil.30 | ca |
dc.identifier.issn | 2604-5893 | ca |
dc.identifier.uri | http://hdl.handle.net/20.500.12328/4341 | |
dc.description.abstract | This study examines the effects of content-based language instruction (CBI)on the production of academic vocabulary in texts written in Englishby university learners enrolled in two different instruction settings, i.e. English as Medium of Instruction –EMI–, and the same programme in the students’ L1 (Catalan/Spanish), over one semester. Both the materials used in class and the learner corpus were examined in order to identify the degree to which they incorporate (i.e. cover) items from three lists of interdisciplinary academic terminology, namely the Academic Vocabulary List (AVL), the Academic Collocations List (ACL) and the Academic Formulas List (AFL). The results indicate that the class material covers 5% of ACL, 32% of AVL, and 64% of AFL, which reflects the academic and pedagogical nature of its contents. In the learner corpus, both L1 and EMI learners produced more general academic and technical words after the course. EMI learners also increased their use of collocations and formulas. The benefits of CBI for acquiring academic terminology and for developing disciplinary literacy are discussed in the light of the two settings of instruction under study. | ca |
dc.format.extent | 18 | ca |
dc.language.iso | eng | ca |
dc.publisher | Universitat Autònoma de Barcelona | ca |
dc.relation.ispartof | CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education | ca |
dc.relation.ispartofseries | 2;2 | |
dc.rights | This work is licensed under a Creative Commons Attribution 4.0 International License. | ca |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject.other | Instrucció basada en continguts | ca |
dc.subject.other | Mitjà d'ensenyament de l'anglès | ca |
dc.subject.other | Alfabetització disciplinària | ca |
dc.subject.other | Fórmules acadèmiques | ca |
dc.subject.other | Col·locacions acadèmiques | ca |
dc.subject.other | Vocabulari acadèmic | ca |
dc.subject.other | Instrucción basada en contenidos | ca |
dc.subject.other | Medio de instrucción en inglés | ca |
dc.subject.other | Alfabetización disciplinaria | ca |
dc.subject.other | Fórmulas académicas | ca |
dc.subject.other | Colocaciones académicas | ca |
dc.subject.other | Vocabulario académico | ca |
dc.subject.other | Content-based instruction | ca |
dc.subject.other | English medium of instruction | ca |
dc.subject.other | Disciplinary literacy | ca |
dc.subject.other | Academic formulas | ca |
dc.subject.other | Academic collocations | ca |
dc.subject.other | Academic vocabulary | ca |
dc.title | The effects of a content-based language course on students’ academic vocabulary production | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.description.version | info:eu-repo/semantics/publishedVersion | ca |
dc.rights.accessLevel | info:eu-repo/semantics/openAccess | |
dc.embargo.terms | cap | ca |
dc.subject.udc | 81 | ca |
dc.identifier.doi | https://dx.doi.org/10.5565/rev/clil.30 | ca |