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Ainekohtaisen kielen käyttö ja oppimisen mahdollisuudet CLIL-tuntien tehtäväpohjaisissa tilanteissa

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Nikula, T. (2015). Ainekohtaisen kielen käyttö ja oppimisen mahdollisuudet CLIL-tuntien tehtäväpohjaisissa tilanteissa. AFinLA-e : soveltavan kielitieteen tutkimuksia, 8, 15-33. Retrieved from http://ojs.tsv.fi/index.php/afinla/article/view/53770
Published in
AFinLA-e : soveltavan kielitieteen tutkimuksia
Authors
Nikula, Tarja
Date
2015
Discipline
Soveltava kielitiede
Copyright
© Tekijät © AFinLA-e: Soveltavan kielitieteen tutkimuksia

 
This article is concerned with subject-specific language in the context of CLIL education. More specifically, the focus lies in exploring hands-on tasks in CLIL physics and chemistry lessons as sites for using and learning subject-specific language. Following Lorenzo (2007), attention is paid to the role of subject-specific language in both pre-task phases, during the tasks, and in post-task phases. The findings indicate that while teachers’ strategies differ somewhat, the pretask and post-phases provide learners more exposure to subject-specific language than the task performance itself where language use is highly context-dependent. Throughout the phases, there is also some evidence of teachers subtly directing learners from everyday expressions toward subject-specific language but this happens without explicit orientation to language. This points towards the need to raise teachers’ awareness of the subject-specific nature of language and its role in meaning construction.
Publisher
Suomen Soveltavan Kielitieteen Yhdistys AFinLA ry
ISSN Search the Publication Forum
1798-7822
Keywords
vieraskielinen opetus CLIL oppiainekohtainen kieli tehtäväpohjainen opetus

Original source
http://ojs.tsv.fi/index.php/afinla/article/view/53770

URI

http://urn.fi/URN:NBN:fi:jyu-201601151122

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