Enhancing professional vocabulary acquisition through cognitive approaches in CLIL curricula

Abstract

This study investigates the impact of cognitive strategies on professional vocabulary acquisition in CLIL curricula, employing a mixed-methods approach. Results from quantitative analysis, specifically an ANCOVA test, decisively reject the null hypothesis and reveal significant improvements in vocabulary proficiency due to targeted cognitive strategies. Thematic analysis of student feedback supports the efficacy of these strategies in creating interactive learning experiences. The Experimental Group (EG) consistently demonstrates enhanced vocabulary acquisition, particularly at advanced levels, while the Control Group (CG) shows stable proficiency with less progress. This divergence is attributed to the application of cognitive strategies by the EG. The study emphasises the importance of integrating cognitive strategies into CLIL curricula, highlighting customisation to address unique challenges. Future research should explore long-term effects on vocabulary retention, their applicability across diverse subjects, and effective methods for training educators to implement these strategies in various educational settings.

Keywords

• clil curricula
• cognitive strategies
• professional vocabulary
• vocabulary acquisition