Vocabulary Acquisition Through Content and Language Integrated Learning

• Published in: International journal of emerging technologies in learning Vol. 18; no. 12; pp. 142 - 157
• Main Authors: Memon, Masood Akhtar, Abbasi, Abdul Malik, Niazi, Salma, Husain, Imtiaz, Syeda Sarah Junaid
• Format: Journal Article
• Language: English
• Published: Vienna International Association of Online Engineering (IAOE) 21.06.2023
• Subjects: Content and language integrated learning; Educational technology; English (Second Language); English as a second language; English as a second language instruction; English as a second language teaching methods; Language acquisition; Learning Activities; Learning outcomes; Research design; Second language learning; Second language vocabulary learning; Teaching Methods; Vocabulary development
• ISSN: 1863-0383; 1863-0383
• DOI: 10.3991/ijet.v18i12.39287

Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons.  Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.