Alemán como lengua extranjera y CLIL

• Verfasst von: Nadal, Laura [VerfasserIn]
• Verfasst von: Thome, Sarah [VerfasserIn]
• Titel: Alemán como lengua extranjera y CLIL
• Titelzusatz: análisis experimental sobre la mediación escrita de textos instructivos
• Verf.angabe: Laura Nadal Sanchís, Sarah Thome
• E-Jahr: 2023
• Jahr: Jan 31, 2023
• Umfang: 16 S.
• Fussnoten: Gesehen am 16.05.2023
• Titel Quelle: Enthalten in: Porta linguarum
• Ort Quelle: Granada : Departamento de Didáctica de la Lengua y la Literatura, Univ. de Granada, 2004
• Jahr Quelle: 2023
• Band/Heft Quelle: (2023), 39 vom: Jan., Seite 47-62
• DOI: doi:10.30827/portalin.vi39.21821
• Datenträger: Online-Ressource
• Sprache: spa
• Sach-SW: CLIL
• Sach-SW: MCER
• Sach-SW: mediación
• Sach-SW: situación comunicativa
• K10plus-PPN: 1845511808

Abstract

CLIL (Content Language Integrated Learning) is an approach in which an L2 is used as the language of instruction for the transmission of content. Both in content and foreign language learning, the approach has proven to be effective in comparison to traditional approaches. Numerous empirical investigations show a better development of oral and written communicative competence, as well as improved semantic processing. However, mediation competence has hardly formed the object of investigations. The present study is a contribution to the neglected field of textual mediation, an area which according to the Common European Framework of Reference for Languages (CEFR) consists of helping an addressee process information from a source text with less effort by adapting it to the communicative situation. The present study provides a comparison of the results obtained by a group in which the CLIL approach has been used and another group of L2 learners taught in a traditional approach in a textual mediation exercise in a German as a Foreign Language class (DaF), revealing a better performance of the learners in the CLIL setting.