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On the impact of extramural English and CLIL on productive vocabulary


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Title: On the impact of extramural English and CLIL on productive vocabulary
Authors: Olsson, Eva
E-mail: eva.olsson@ped.gu.se
Issue Date: 3-Feb-2016
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: I. Olsson, E. 2012. “Everything I read on the Internet is in English”. On the impact of extramural English on Swedish 16-year-old pupils’ writing proficient. (Licentiate thesis). ROSA 15. Gothenburg: University of Gothenburg. http://hdl.handle.net/2077/30417

II. Olsson, E. 2015. Progress in English academic vocabulary use in writing among CLIL and non-CLIL students in Sweden. Moderna Språk, 109(2), 51–74. http://ojs.ub.gu.se/ojs/index.php/modernasprak/article/view/3261/2820

III. Olsson, E. & Sylvén, L.K. 2015. Extramural English and academic vocabulary. A longitudinal study of CLIL and non-CLIL students in Sweden. Apples – Journal of Applied Language Studies, 9(2), 77–103. http://dx.doi.org/10.17011/apples/urn.201512234129
Date of Defence: 2016-02-26
Disputation: Fredagen den 26 februari 2016, kl. 13.00, Kjell Härnqvistsalen, Pedagogen hus A.
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
383
Keywords: extramural English
CLIL
writing proficiency
academic vocabulary
second language acquisition
Abstract: In this thesis, the possible impact of English encountered and used in two different contexts – in content and language integrated learning (CLIL) and through extramural English (EE) – on students’ writing proficiency is investigated. More specifically, students’ vocabulary use when writing different text types is explored; in particular, attention is drawn to progress in productive academic vocabulary. Three empirical studies were conducted: a cross-sectional study involving 37 students in gra... more
ISBN: 978-91-7346-865-7 (tryckt)
978-91-7346-866-4 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/41359
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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