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

Autori

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

Parole chiave:

curricoli CLIL, strategie cognitive, vocabolario professionale, acquisizione del vocabolario

Abstract

Questo studio indaga l’impatto delle strategie cognitive sull’acquisizione del vocabolario professionale nei curricoli CLIL, utilizzando un approccio misto. I risultati dell'analisi quantitativa, in particolare un test ANCOVA, respingono decisamente l’ipotesi nulla e rivelano miglioramenti significativi nella competenza lessicale grazie alle strategie cognitive mirate. L’analisi tematica dei feedback degli studenti supporta l’efficacia di tali strategie nella creazione di esperienze di apprendimento interattive. Il Gruppo Sperimentale (GS) dimostra costantemente un’acquisizione migliorata del vocabolario, soprattutto a livelli avanzati, mentre il Gruppo di Controllo (GC) mostra una competenza stabile con progressi minori. Questa divergenza è attribuita all'applicazione delle strategie cognitive da parte del GS. Lo studio sottolinea l'importanza dell'integrazione delle strategie cognitive nei curricoli CLIL, sottolineando la personalizzazione per affrontare sfide uniche. La ricerca futura dovrebbe esplorare gli effetti a lungo termine sulla ritenzione del vocabolario, la loro applicabilità in diverse materie e metodi efficaci per formare gli educatori nell'implementazione di queste strategie in vari contesti educativi.

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Miglioramento dell’acquisizione del vocabolario professionale attraverso approcci cognitivi nei curricula CLIL

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