Abstract
This research explores whether Content and Language Integrated Learning (CLIL) fosters stronger second language (L2) incidental vocabulary learning than does explicit vocabulary teaching. The study involved 27 students with a Common European Framework of Reference for Languages proficiency level of A2, a control group of 13 taught explicitly and an experimental group of 14 taught implicitly using CLIL. To examine their vocabulary knowledge, the research engaged pre- and posttests that involved translating 59 words from English to Chinese. The words—all used in the context of workplace English—were drawn from multiple sources. The results were significant, showing the experimental group's incidental learning of vocabulary exceeded that of the control group. The principal reason was likely the design of the CLIL tasks, which required students to conduct preparatory research that exposed them to a broader range of related vocabulary. Also, working in small groups fostered communication through social mediation and imaginary play, which involved the permanent presence of the L2. However, the results were limited to only one relatively narrow content setting, the workplace. Further experiments in multiple content settings would help determine the value of CLIL across a breadth of practical disciplines.
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Wang, CW. (2023). Incidental Vocabulary Learning in a Content and Language Integrated Learning Setting. In: Reynolds, B.L. (eds) Vocabulary Learning in the Wild. Springer, Singapore. https://doi.org/10.1007/978-981-99-1490-6_4
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