ERIC Number: EJ1099192
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
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?
Roquet, Helena; Llopis, Jaume; Pérez-Vidal, Carmen
International Journal of Bilingual Education and Bilingualism, v19 n4 p370-386 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 content and language integrated learning (CLIL) instruction (FI + CLIL). That is, the group receives some 'extra' hours which are CLIL hours. The second group (Group B) follows a FI only programme. Data were elicited both for receptive and production skills, except speaking, and were statistically analysed using a pretest-posttest design over one academic year. Results obtained, contrary to expectations, confirm that female participants are better than male participants in both contexts of acquisition although not in all skills and domains analysed.
Descriptors: Foreign Countries, Gender Differences, Educational Benefits, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Conventional Instruction, Comparative Analysis, Statistical Analysis, Pretests Posttests, Language Acquisition, Language Skills, Grade 7, Bilingual Students, Writing (Composition), Writing Skills, Grammar, Vocabulary Skills, Reading Skills, Cloze Procedure, Reading Tests, Listening Comprehension Tests
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A