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The Impact of Age and Exposure on EFL Achievement in Two Learning Contexts: Formal Instruction and Formal Instruction + Content and Language Integrated Learning (CLIL)
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Artieda, Gemma; Roquet, Helena; Nicolás-Conesa, Florentina – International Journal of Bilingual Education and Bilingualism, 2020
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…
Descriptors: Age Differences, English (Second Language), Second Language Learning, Second Language Instruction
Does L1 Make a Difference? Evidence from the Receptive Vocabulary Size of Spanish and German EFL Primary School Learners
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Agustin Llach, Maria Pilar – Language Learning Journal, 2016
The present paper explores and compares the receptive vocabulary sizes of two groups of learners of different native languages. One of the most widely used vocabulary size tests is the Vocabulary Levels Test designed by Nation. Some reservations have been raised in relation to the adequacy of the Vocabulary Levels Test to estimate the vocabulary…
Descriptors: Vocabulary, German, Spanish, Native Speakers
Does Gender Have an Impact on the Potential Benefits Learners May Achieve in Two Contexts Compared: Formal Instruction and Formal Instruction + Content and Language Integrated Learning?
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Roquet, Helena; Llopis, Jaume; Pérez-Vidal, Carmen – International Journal of Bilingual Education and Bilingualism, 2016
This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel…
Descriptors: Foreign Countries, Gender Differences, Educational Benefits, English (Second Language)
Lexical Reiteration in EFL Young Learners' Essays: Does It Relate to the Type of Instruction?
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Llach, Mª Pilar Agustin; Catalan, Rosa M. – International Journal of English Studies, 2007
The purpose of this study is to ascertain whether the type of instruction (English as vehicular language and English as a subject) is related to the use of reiteration ties. In the first place, we identified, classified, and counted the number and kind of reiteration ties used by two groups of EFL learners. Secondly, we examined whether…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Nouns