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Pragmatic Competences of German Students in English Content and Language Integrated Learning (CLIL) and Other English as a Foreign Language (EFL) Classrooms. An Explorative Study

  • This paper tries to answer the question whether the promising Content and Language Integrated Learning (CLIL) teaching method also has positive effects on the pragmatic competences of CLIL students compared to their peers in mainstream English as a Foreign Language (EFL) classrooms. To avoid deviances caused by other factors external to the teaching method, only students who have a similar language background were selected for the study by means of a questionnaire. Data on the articulations of requests, thanks, complaints, apologies, invitations, refusals and advice was collected during videotaped English role plays and role enactments. After the role plays/role enactments, students were interviewed about their performance and were given German Discourse Completion Tests (DCTs) to allow a comparison between respective articulations in their L1 and L2. Furthermore, teachers were questioned about the speech acts they used in CLIL and EFL classes and their judgements about the students’ possible activities.

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Author:Birte Beck
Referee:Jörg-U. Keßler, Christiane Dalton-Puffer
Advisor:Jörg-U. Keßler
Document Type:Doctoral Thesis
Publishing Institution:Pädagogische Hochschule Ludwigsburg
Granting Institution:Pädagogische Hochschule Ludwigsburg, Fakultät für Kultur- und Naturwissenschaften
Date of final exam:2021/06/18
Release Date:2021/07/14
Year of Completion:2021
Tag:CLIL; Content and Language Integrated Learning; Pragmatics; Role play; Speech act
GND Keyword:Englisch; Fremdsprachenunterricht; Lehrerausbildung; Lehrmittel; Methoden
Faculties:Fakultät für Kultur- und Naturwissenschaften
DDC class:400 Sprache / 420 Englisch
Licence (German):License LogoCreative Commons - CC BY-NC-SA - Namensnennung - Nicht kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International