From CLIL-education to musical experience: exploring factors influencing word stress perception of French speakers learning Dutch
(2024) CLIL CONNECT — Location: Leuven, Belgique (21.November.2024)
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- Abstract
- Previous studies have shown that CLIL learners have an advantage for general oral aspects compared to learners in traditional systems, such as fluency or pronunciation (Dalton-Puffer, 2008; Ruiz de Zarobe et al., 2011). However, little is known about oral perceptual abilities of CLIL-leaners, such as the perception of word stress. Word stress, i.e. a more prominent syllable of a word than the others, plays a crucial role in communication since the meaning of a word can change in function of the place of the stress (e.g. in Dutch: VOORnaam = first name; voorNAAM = respectable). Research has shown that the perception of word stress can be problematic for learners of a foreign language, but that this ability is influenced by many factors, such as L1, proficiency level (Dupoux et al., 2008) or even musical experience of the learners (Degrave, 2021). In this study, we aim to analyze whether learners benefit from a CLIL-context in perceiving word stress in a foreign language. 79 CLIL and 40 non-CLIL secondary school pupils, all French speakers learning Dutch, performed a word stress discrimination task in Dutch. Results indicate that CLIL education has limited impact on word stress perception, whereas other factors, such as the musical experience of the learners or the use of music in the task can benefit learners in the perception task. Highlights from previous research and avenues for future research and practical implications will be discussed.
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Degrave, P. (2024). From CLIL-education to musical experience: exploring factors influencing word stress perception of French speakers learning Dutch. CLIL CONNECT, Leuven, Belgique. https://hdl.handle.net/2078.5/235227