From unity to diversity: The changing language learning strategies under CLIL (Content and Language Integrated Learning) approach at tertiary level

Due to the aims of developing university students’ future mobility and employability in a globalised market, more and more tertiary courses and degree-based programmes have been integrating content and language learning in Taiwan. Content and Language Integrated Learning (CLIL), a very common approach in European contexts and promoted by the Common European Framework of Reference for Language (CEFR), is gaining increasing popularity in many Asian EFL contexts. Research indicates that CLIL learners can outperform EFL learners in many areas of linguistic production. Yet, how these former EFL learners employ language learning strategies differently to fit their new CLIL learning environment and then achieve better language performance is still underrepresented in the research. The present study attempts to identify the preferred strategy types and to compare and contrast the likely differences among the Taiwanese university undergraduate groups who learn English in language courses and in CLIL programmes. A mixed-method research design, including a strategy inventory survey and in-depth interviews, was conducted. The results indicate that indirect strategies, replacing direct strategies, have become dominant in tertiary CLIL contexts due to the features of frequent collaborative interaction with peers and the differentiated purpose of learning English. Pedagogical implications and suggestions for future work are also provided.

Referent/in - Presenter/s

Prof. Dr. Yang Wen-hsien (National Kaohsiung University of Hospitality and Tourism, Taiwan)

Zeit / Time

  • Freitag / Friday, 24.02.17
  • 14:15 - 14:30 (presenter available for questions)
  • the poster itself is accessible throughout the conference

Raum / Room

Bereich Kaffeestände 3. Ebene

coffee break area 3rd floor

Sprache / Language