THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE

ABSTRACT This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4th grade of Primary Education (9...

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Autor principal:	NIETO MORENO DE DIEZMAS,ESTHER
Lenguaje:	English
Publicado:	Universidad de Concepción. Facultad de Humanidades y Arte 2018
Materias:	CLIL listening effectiveness Primary Education Secondary Education
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832018000200013
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spelling	oai:scielo:S0718-488320180002000132019-01-17THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCENIETO MORENO DE DIEZMAS,ESTHER CLIL listening effectiveness Primary Education Secondary Education ABSTRACT This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and non-CLIL students (n=17,638) in the 2nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.info:eu-repo/semantics/openAccessUniversidad de Concepción. Facultad de Humanidades y ArteRLA. Revista de lingüística teórica y aplicada v.56 n.2 20182018-12-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832018000200013en10.4067/S0718-48832018000200013
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	CLIL listening effectiveness Primary Education Secondary Education
spellingShingle	CLIL listening effectiveness Primary Education Secondary Education NIETO MORENO DE DIEZMAS,ESTHER THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
description	ABSTRACT This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and non-CLIL students (n=17,638) in the 2nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.
author	NIETO MORENO DE DIEZMAS,ESTHER
author_facet	NIETO MORENO DE DIEZMAS,ESTHER
author_sort	NIETO MORENO DE DIEZMAS,ESTHER
title	THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
title_short	THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
title_full	THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
title_fullStr	THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
title_full_unstemmed	THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE
title_sort	acquisition of l2 listening comprehension skills in primary and secondary education settings: a comparison between clil and non-clil student performance
publisher	Universidad de Concepción. Facultad de Humanidades y Arte
publishDate	2018
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832018000200013
work_keys_str_mv	AT nietomorenodediezmasesther theacquisitionofl2listeningcomprehensionskillsinprimaryandsecondaryeducationsettingsacomparisonbetweenclilandnonclilstudentperformance AT nietomorenodediezmasesther acquisitionofl2listeningcomprehensionskillsinprimaryandsecondaryeducationsettingsacomparisonbetweenclilandnonclilstudentperformance
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THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE

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