ABSTRACT

Though concept maps and graphic organisers are useful tools for bilinguals to organise the information being managed and learned, its systematic use is not widened and decisive in CLIL domains. Apart from helping students to acquire meaningful learning, concept mapping might promote in them word-recognition skills for the identification and management of relevant information within foreign language (L2) texts. Hence, this article inquires into the influence of concept maps and graphic organisers as tools for noun category identification from L2 texts. Research sample comprises sixty Spanish primary education students from a bilingual school. Design is quasi-experimental, and the training programme lasted three weeks. Materials used during the training period are not exceptional, but the ordinarily found in regular classrooms. Data gathering procedure consists of the identification and circling of nouns by sample participants. As a starting point, secondary data as the intelligent quotient, learning style, and English level is collected via standardised tests. The analysis of the variance showed a highly significant interaction between the groups and the implemented texts both for noun identification (F_3.171= 12.124, p < 0.000, η²= 0.175), and the grammatical categories mistakenly identified as nouns (F_3.171= 3.840, p < 0.016, η²= 0.063).

摘要

尽管概念图和图形组织者是双语者组织管理和学习信息的有用工具，但它的系统使用在 CLIL 领域并没有扩大和决定性。除了帮助学生获得有意义的学习外，概念图还可以提高他们的单词识别技能，以识别和管理外语（L2）文本中的相关信息。因此，本文探讨了概念图和图形组织者作为从 L2 文本中识别名词类别的工具的影响。研究样本包括来自双语学校的 60 名西班牙小学教育学生。设计是准的实验性的，培训计划持续了三周。培训期间使用的材料并不例外，但通常在普通教室中可以找到。数据收集过程包括样本参与者对名词的识别和圈选。作为起点，通过标准化测试收集二次数据，如智商、学习方式和英语水平。方差分析表明，在名词识别（ F _3.171 = 12.124，p  < 0.000，η ² = 0.175）和语法类别错误识别为名词（F _3.171 = 3.840）方面，组与实施文本之间存在高度显着的交互作用, p < 0.016，η ² = 0.063)。