6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts

Chapters in this book

1. Frontmatter i
2. Contents v
3. Foreword vii
4. Contributors ix
5. Introduction xi
6. Part 1: Theoretical and Implementation Issues of Content and Language Integrated Learning
7. 1. Spanish CLIL: Research and Offi cial Actions 3
8. 2. Effective Content and Language Integrated Learning (CLIL) Programmes 22
9. 3. Developing Theories of Practices in CLIL: CLIL as Post-method Pedagogies? 41
10. Part 2: Studies in Content and Language Integrated Learning
11. 4. Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation 63
12. 5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction 81
13. 6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts 93
14. 7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners 112
15. 8. Themes and Vocabulary in CLIL and non-CLIL Instruction 130
16. 9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus non-CLIL 157
17. 10. The Acquisition of English Syntax by CLIL Learners in the Basque Country 176
18. 11. Communicative Competence and the CLIL Lesson 197
19. 12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions 215