Investigating Phrasal Features in CLIL and Non-CLIL Writing through an NLP Tool
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Using a natural language processing (NLP) tool, this study exploratorily investigates the effects of content and language integrated learning (CLIL) on L2 writing. CLIL is a language-immersion approach where subjects are instructed in the target language. It is expected to help learners develop their academic writing skills. Limiting its focus to written phrasal features, the study compares the written narratives of EFL students in CLIL and non-CLIL classes with regard to phrasal complexity. The study also examines how phrasal features contribute to overall writing quality, assessed by expert raters’ holistic scoring of the students’ writing. The results indicate that the CLIL students showed higher phrasal complexity in their narratives than the non-CLIL students. A regression model shows that total holistic scores were best predicted by prepositions per object of the preposition, dependents per direct object (no pronouns), and dependents per nominal subject (standard deviation). The findings suggest implications for writing assessment and pedagogy.
Abstract
Using a natural language processing (NLP) tool, this study exploratorily investigates the effects of content and language integrated learning (CLIL) on L2 writing. CLIL is a language-immersion approach where subjects are instructed in the target language. It is expected to help learners develop their academic writing skills. Limiting its focus to written phrasal features, the study compares the written narratives of EFL students in CLIL and non-CLIL classes with regard to phrasal complexity. The study also examines how phrasal features contribute to overall writing quality, assessed by expert raters’ holistic scoring of the students’ writing. The results indicate that the CLIL students showed higher phrasal complexity in their narratives than the non-CLIL students. A regression model shows that total holistic scores were best predicted by prepositions per object of the preposition, dependents per direct object (no pronouns), and dependents per nominal subject (standard deviation). The findings suggest implications for writing assessment and pedagogy.
참고문헌 (32)
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