The benefits of CLIL instruction in Spanish students' productive vocabulary knowledge

  1. Andrés Canga Alonso 1
  2. Mario Arribas García 1
  1. 1 Universidad de La Rioja

    Universidad de La Rioja

    Logroño, España

    GRID grid.119021.a

Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Year of publication: 2015

Issue: 24

Pages: 2

Type: Article

Export: RIS



  • Social Sciences: C
  • Human Sciences: C


This paper aims at (i) investigating the productive vocabulary knowledge of 101 10th grade (4th ESO) EFL Spanish students in two different types of instruction CLIL and non-CLIL, and (ii) analysing the results obtained according to sex-based differences among the participants. We used the parallel version of the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) to measure students’ productive vocabulary knowledge. Our results reveal that our CLIL sample obtained significantly better results than their non-CLIL partners, and the students’ productive vocabulary size ranks below 1,000 words. As for sex-based differences, CLIL boys’ mean scores are the highest, but the differences between both sexes, regardless of their type of instruction, are not statistically significant. These findings led us to believe that the CLIL approach offers a benefit for productive vocabulary learning in a foreign language.

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