A study of self-reported opinions of L1-based communication strategies in CLIL and NON-CLIL secondary-school learners of L3 English

  1. Patricia Ollo Jiménez 1
  2. María Martínez Adrián 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
RAEL: revista electrónica de lingüística aplicada

ISSN: 1885-9089

Año de publicación: 2019

Volumen: 18

Número: 1

Páginas: 72-90

Tipo: Artículo

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Otras publicaciones en: RAEL: revista electrónica de lingüística aplicada

Resumen

This study examines the effect of Content-and-Language-Integrated-Learning (CLIL) and proficiency level in the foreign language (FL) on bilingual Basque/Spanish secondary school learners’ self-reported opinions of the use of first language (L1)-based communication strategies (CSs) in four different age/proficiency CLIL and NON-CLIL groups of third language (L3) English learners. The Quick Placement Test (QPT) was used to test general proficiency and a questionnaire taken from Martínez-Adrián, Gallardo-del-Puerto and Basterrechea (2019) was administered so as to explore learners’ self-reported opinions of their use of L1-based CSs. Results show that CLIL and more proficient learners reported to use L1-based CSs to a lesser extent than NON-CLIL and less proficient learners. Additionally, borrowings are common among beginner CLIL learners and students in a transitional proficient stage between an elementary and intermediate level whereas none of L1-based CSs are typical either of more experienced CLIL learners or of more proficient ones.

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