What is it about?
This paper examines CLIL learners’ self-reported opinions about the use of CSs (guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignizing, avoidance and appeal for assistance).
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Why is it important?
Few studies have examined what L2 learners say about their use of CSs by means of questionnaires – e.g. Ehrman & Oxford (1990), with adult English as a foreign language (EFL) learners – and little is known about the reported use of CSs by young learners (Purdie & Oliver, 1999), and much less by young CLIL learners. The present study fills these gaps in research.
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This page is a summary of: On self-reported use of communication strategies by CLIL learners in primary education, Language Teaching Research, August 2017, SAGE Publications,
DOI: 10.1177/1362168817722054.
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