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Participants were lower-secondary pupils aged 11–15 enrolled in History or Civics CLIL instruction. Vocabulary acquisition over one year was measured against a control group with no CLIL. Prior CLIL experience and the teacher’s role emerged as significant factors, revealing differences in productive vocabulary growth across a one-to-two-year timeframe. Findings are discussed for improving language education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/clil-and-productive-vocabulary-acquisition-in-the-czech-context-article/589944/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/clil-and-productive-vocabulary-acquisition-in-the-czech-context-article/589944.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate regarding CLIL?","Question",{"text":112,"@type":113},"The study investigates the effect of CLIL on vocabulary development by comparing CLIL and non-CLIL classes, focusing on productive vocabulary and variables such as content subject and experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the CLIL vocabulary research?",{"text":117,"@type":113},"Lower-secondary pupils aged 11–15 in the Czech Republic participated, studying History or Civics through CLIL instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were significant for productive vocabulary development?",{"text":121,"@type":113},"Previous experience with CLIL and the role of the teacher were significant factors influencing productive vocabulary development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589944,1792170650,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| CLIL and Productive Vocabulary Acquisition in the Czech Context\u003Cbr>Barbora Reynaert\u003Cbr>Faculty of Education, University of West Bohemia, Chodske nam.1, Plzen, 306 14, Czech Republic Corresponding Author: Barbora Reynaert, [E-mail: bbenesov@kan.zcu.cz](E-mail: bbenesov@kan.zcu.cz) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning) . Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year ofCLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to one another as well as to a control group with no CLIL instruction. Data collection instruments were created on the basis of standardized Laufer & Nation’s vocabulary levels tests (Laufer & Nation, 1999) . As it turned out, previous experience with CLIL as well as the role of the teacher were significant factors. The study points out differences in productive vocabulary development in CLIL in terms of a one-to-two-year timeframe. The role of the teacher appeared to have an undeniable importance as well. These factors are discussed in terms of language education improvement. |\n| Article history\u003Cbr>Received: March 04, 2019\u003Cbr>Accepted: June 17, 2019\u003Cbr>Published: August 31, 2019\u003Cbr>Volume: 10 Issue: 4\u003Cbr>Advance access: July 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Education,\u003Cbr>CLIL,\u003Cbr>Language Learning, Vocabulary Acquisition, Lower-secondary Pupils |  |\n\nINTRODUCTION  \nContent and Language Integrated Learning (CLIL) is undoubtedly one of the most important issues facing European educational research. As stated in a document issued by the CLIL Cascade Network (Talking the Future 2010-2020, Languages in Education), enhanced competencies of a learner stem from innovative environments combining language and other parts of a curriculum.  \nIn other words, languages should be taught in an integrated way, and not only as separate subjects. Language learning partly requires authentic content learning which fosters critical thinking and leads to meaningful communication, as opposed to learning language just for the sake of language.  \nThe theoretical part of the article is based on a literature review concerning up-to-date research on CLIL and CBI (Content-based instruction) in connection with L2 vocabulary acquisition – a key feature of language knowledge. The study is designed to investigate the effect ofCLIL on vocabulary development comparing CLIL and non-CLIL classes. More specifically, the research looked into the efficiency of CLIL towards productive vocabulary with respect to possible variables coming into play such as content subject, experience with CLIL, gender and teacher. The study was conducted in the Czech Republic, but the findings could be easily transferred to a context of any other country worldwide.  \nCLIL: RATIONALE AND INQUIRY Position of CLIL in Education  \nCLIL as an umbrella term covers a wide range of instances of bilingual education, CBI and immersion programmes (de Zarobe & Jiménez Catalán, 2009; Deller & Price, 2007; Mehisto, Marsh & Frigols, 2008; Harrop 2012) . It is having an undeniable influence on education all over the world. In this study I deal with CLIL defined in its basic essence, being an approach with two aims – content and language, offered to mainstream school pupils, where the target content subject is taught and learnt in a combination of L2 and L1 .  \nDalton-Puffer (2007) points out many of the different driving forces behind CLIL.","cbCaikRtkNt6ZGzL","https://ap.wps.com/l/cbCaikRtkNt6ZGzL","pdf",441328,"English","# Abstract\n# Introduction\n## Content and Language Integrated Learning (CLIL)\n## CLIL: Rationale and Inquiry\n## Benefits and Drawbacks of CLIL","[{\"question\":\"What does the study investigate regarding CLIL?\",\"answer\":\"The study investigates the effect of CLIL on vocabulary development by comparing CLIL and non-CLIL classes, focusing on productive vocabulary and variables such as content subject and experience.\"},{\"question\":\"Who participated in the CLIL vocabulary research?\",\"answer\":\"Lower-secondary pupils aged 11–15 in the Czech Republic participated, studying History or Civics through CLIL instruction.\"},{\"question\":\"Which factors were significant for productive vocabulary development?\",\"answer\":\"Previous experience with CLIL and the role of the teacher were significant factors influencing productive vocabulary development.\"}]","CLIL and Productive Vocabulary Acquisition in the Czech Context - Article | PDF",1792068449]