The present paper compares the vocabulary development of a group of CLIL and of traditional EFL learners along three years. The observation that a CLIL approach might provide with larger benefits in the long run vocabulary is the starting point of this study. We had learners in the two groups complete a letter writing task. These writings were then scrutinized for L1 influence in the form of borrowings and lexical creations. The frequency of the words in the letters was also object of analysis. Results revealed that CLIL learners perform slightly better but non-significantly better than traditional EFL along the three years. Furthermore, the evolution of L1 influence and word use also followed an expected improvement pattern as learners went up grade. However, our results do not provide evidence of a growing CLIL advantage with increasing experience. The young age and low proficiency of learners in the present study might be blocking this possible advantage found elsewhere.

中文翻译：

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词汇发展中的年龄和教学类型（CLIC与传统EFL）

本文比较了一组CLIL和传统的EFL学习者三年来的词汇发展。这项研究的出发点是观察到CLIL方法可能在长期词汇中带来更大的好处。我们让两组学习者完成了写信的任务。然后，以借阅和词汇创作的形式对这些著作进行L1影响的审查。字母中单词的出现频率也是分析的对象。结果显示，三年来，CLIL学习者的表现略好于传统EFL，但不明显。此外，随着学习者等级的提高，L1影响力和单词使用的演变也遵循了预期的改进模式。然而，我们的结果并不能提供随着经验增加而增加CLIL优势的证据。本研究中的年轻人和低水平的学习者可能阻碍了在其他地方发现的这种可能的优势。