ABSTRACT

This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at the beginning of their fifth year of secondary school education (Grade 11) and at the end of their sixth year (Grade 12). We examined both frequency and accuracy of the phrasicon. Whilst SLA research often supports the fact that learners at a higher proficiency level have a larger phrasicon and that CLIL learners’ overall language competence is higher than their non-CLIL peers, our results show no significant increase in the frequency of use of phraseological units in CLIL; a significant decrease for two categories (referential phrasemes and lexical collocations) is even noticed. non-CLIL learners display no significant change in the use of various types of phrasemes. Regarding accuracy, both CLIL and non-CLIL learners’ phrasicon become more accurate (fewer errors) over time in more than 50% of the categories. Here again, no statistically significant improvement was noted among the groups between the two data collection points.

摘要

本文探讨了荷兰语法语学习者在两种不同教育环境中的短语（即短语词典）的纵向发展：内容和语言综合学习（CLIL）和传统外语学习环境（非 CLIL）。我们追踪了 195 名学生并分析了在两个数据收集点收集的 390 篇书面文本的语料库：在他们中学教育的第五年开始时（11 年级）和在他们中学教育的第六年结束时（12 年级）。我们检查了短语的频率和准确性。虽然 SLA 研究通常支持这样一个事实，即熟练程度较高的学习者拥有更大的短语，并且 CLIL 学习者的整体语言能力高于非 CLIL 同龄人，我们的结果显示 CLIL 中短语单位的使用频率没有显着增加；甚至注意到两个类别（指称短语和词汇搭配）的显着减少。非 CLIL 学习者在使用各种类型的短语方面没有显着变化。关于准确性，CLIL 和非 CLIL 学习者的短语在超过 50% 的类别中随着时间的推移变得更加准确（错误更少）。同样，在两个数据收集点之间的组中没有发现统计上显着的改善。随着时间的推移，超过 50% 的类别中，CLIL 和非 CLIL 学习者的短语都变得更加准确（错误更少）。同样，在两个数据收集点之间的组中没有发现统计上显着的改善。随着时间的推移，超过 50% 的类别中，CLIL 和非 CLIL 学习者的短语都变得更加准确（错误更少）。同样，在两个数据收集点之间的组中没有发现统计上显着的改善。