Vocabulary Acquisition Through Content and Language Integrated Learning

Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons.  Linguists have introduced several methods and trends...

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Bibliographic Details
Published in:International journal of emerging technologies in learning 2023-06, Vol.18 (12), p.142-157
Main Authors: Memon, Masood Akhtar, Abbasi, Abdul Malik, Niazi, Salma, Husain, Imtiaz, Syeda Sarah Junaid
Format: Article
Language:English
Subjects:
Content and language integrated learning
Educational technology
English (Second Language)
English as a second language
English as a second language instruction
English as a second language teaching methods
Language acquisition
Learning Activities
Learning outcomes
Research design
Second language learning
Second language vocabulary learning
Teaching Methods
Vocabulary development
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Summary:Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons.  Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.
ISSN:1863-0383
1863-0383
DOI:10.3991/ijet.v18i12.39287