IJES 2014, v. 14, n. 2
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- PublicationOpen AccessLexical transfer in the written production of a CLIL group and a non-CLIL group(Murcia: Universidad de Murcia, Editum, 2014) Manzano Vázquez, BorjaPrevious research on the difference in terms of lexical transfer between CLIL (Content and Language Integrated Learning) and non-CLIL students has revealed that CLIL students produce fewer lexical transfer errors than non-CLIL students. This study aimed at comparing the lexical transfer production of two groups of students (CLIL and non-CLIL) and determining whether language proficiency was a key factor when predicting differences between both groups (Bruton, 2011a). The sample for the research consisted of 36 students in grade 7. Subjects’ language proficiency was assessed through the English Unlimited Placement Test, whereas their lexical transfer production was tested through a written composition in English. The results indicated that there was no significant difference in language proficiency between both groups and that the difference in lexical transfer lied in the influence exerted by a few participants on the results.
- PublicationOpen AccessReferencias bibliográficas: English Language Teaching Textbooks: content, consumption, production / Nigel Harwood (Ed.)(Murcia: Universidad de Murcia, Editum, 2014) Tomlinson, BrianThis book focuses on three main areas of textbook development for language teaching, two of which have so far been under-represented in the literature.
- PublicationOpen AccessReferencias bibliográficas: Shakespeare and World Cinema / Mark Thornton Burnett(Murcia: Universidad de Murcia, Editum, 2014) García Periago, Rosa
- PublicationOpen AccessFactors affecting willingness to communicate in a Spanish university context(Murcia: Universidad de Murcia, Editum, 2014) Lahuerta Martínez, Ana CristinaThe present study examines the relationships among the variables believed to affect Spanish undergraduates’ willingness to communicate in English. The participants were 195 students majoring in several degrees at the University of Oviedo. A questionnaire and a standardized English Test were administered to the students in February-March 2013. Regression analysis showed that the Spanish undergraduates’ motivation to learn English had a significant relationship with their willingness to communicate in English. Results also showed a significant positive relationship between self-perceived communication competence and willingness to communicate, and a significant negative relationship between anxiety and self-perceived communication competence. Finally, results show a significant relationship between self-perceived communication competence and L2 competence. A gender difference in the effect of self-perceived competence on actual L2 competence was another finding of the present study.
- PublicationOpen AccessDictogloss and the production of the English third person '–s' by CLIL and mainstream EFL learners: A comparative study(Murcia: Universidad de Murcia, Editum, 2014) Basterrechea, María; García Mayo, PilarThis study compares focus on form in Content and Language Integrated Learning (CLIL) and mainstream English as a Foreign Language (EFL) contexts in the production of a specific morphological feature, the English 3rd person singular present tense marker –s. Research conducted in CLIL contexts to date examining morphosyntactic features has yielded disparate results. Thus, little is known about how this methodology affects learners’ attention to form while completing a dictogloss task (Wajnryb, 1990). In the study 116 adolescent learners (CLIL, n = 54; mainstream EFL, n= 62) in the Basque Autonomous Community completed a dictogloss collaboratively and individually. Results showed that CLIL learners noticed and produced more instances of the 3rd person singular -s than mainstream learners, but not in a significant manner, and that those working in pairs in the CLIL group obtained significantly better results.