Enhancing professional vocabulary acquisition through cognitive approaches in CLIL curricula

Valentyna Borshchovetska; Tetiana Harbuza; Alla Durdas; Alla Nypadymka; Yuliia Radchenko; Oleh Zatserkovnyi

doi:10.6092/issn.1970-2221/18828

Authors

Valentyna Borshchovetska State University of Trade and Economics, Kyiv

Valentyna Borshchovetska is a PhD in Education and an Associate Professor at the State University of Trade and Economics, Ukraine. She specializes in the cognitive approach to L2 vocabulary acquisition, mnemonics in memorizing L2 vocabulary, cognitive processing models in professional translation, and modelling self-study work for university students learning foreign languages. Since 2022, she has served as an Associate Professor in the Department of Modern European Languages. Dr. Borshchovetska earned her PhD with a thesis on “Teaching English Vocabulary to Economics Students” in 2004. She holds a specialist’s degree in foreign languages from Kyiv Linguistic University, where she qualified as a teacher of English and German in 1987. She has been a lecturer in English and German languages since 1987.
Tetiana Harbuza State University of Trade and Economics, Kyiv

Tetiana Harbuza holds a PhD in Education and is an Associate Professor and Head of the Department of Modern European Languages at the State University of Trade and Economics in Kyiv, Ukraine. She obtained her specialist's degree in foreign languages teaching from Tomsk State Pedagogical University in 2000 and her PhD in Education from Zhytomyr Ivan Franko State University in 2015. With expertise in modern language teaching methods, advanced technologies, and intercultural communication, she has been the head of the department since 2021.
Alla Durdas State University of Trade and Economics, Kyiv

Alla Durdas is a PhD in Education and Associate Professor at the State University of Trade and Economics in Ukraine. Her research spans the methodology of teaching foreign languages, translation studies, comparative studies, and the evaluation of higher education quality. Since 2022, she has held the position of Associate Professor in the Department of Modern European Languages. With a diverse academic background, including roles as a Senior Lecturer and Editor, Alla contributes significantly to language education and research.
Alla Nypadymka State University of Trade and Economics, Kyiv

Alla Nypadymka holds a PhD in Philology and is an Associate Professor at the State University of Trade and Economics in Ukraine. Her research expertise includes linguopoetics, intercultural communication, and the use of modern technologies and methods in teaching foreign languages. Since 2020, she has served as an Associate Professor in the Department of Modern European Languages, bringing a wealth of experience to language education.
Yuliia Radchenko State University of Trade and Economics, Kyiv

Yuliia Radchenko is a Senior Lecturer at the State University of Trade and Economics in Ukraine. Specializing in modern language teaching methods, advanced technologies, distance learning, and intercultural communication, Yuliia has been with the Department of Modern European Languages since 2021. Her academic journey includes roles as a Lecturer at Kyiv National University of Trade and Economics, a Researcher at the Institute of Pedagogy, and teaching positions at various educational institutions.
Oleh Zatserkovnyi State University of Trade and Economics, Kyiv

Oleh Zatserkovnyi is a Senior Lecturer at the State University of Trade and Economics in Ukraine. With a research focus on the use of modern technologies and methods in teaching foreign languages, particularly the integration of IT technologies, Oleh has been contributing to language education since 2002. He has held the position of Senior Lecturer of English at the Department of Modern European Languages, Kyiv National University of Trade and Economics, since 2018.

DOI:

https://doi.org/10.6092/issn.1970-2221/18828

Keywords:

CLIL curricula, cognitive strategies, professional vocabulary, vocabulary acquisition

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.

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Enhancing professional vocabulary acquisition through cognitive approaches in CLIL curricula

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