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Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is a mixed-method, cross-sectional study that compares the acquisition of request modification in the productions of two secondary school groups (15–16 years old) in two school programs: content and language integrated learning (CLIL) and traditional mainstream (non-CLIL). A total of 192 requests were gathered from both groups by means of an elicitation instrument (a Written Discourse Completion Test – WDCT). The requestive pragmatic moves (external and internal modifiers and request strategies) were analysed according to their pragmatic functions (softeners and aggravators) and a data-driven taxonomy of request modification was elaborated in line with previously developed taxonomies (Blum-Kulka et al., 1989; Alcón Soler et al., 2005) for the data analysis. The results showed that both groups share similarities typical of foreign language learners. Nonetheless, significant statistical differences between them indicated that the CLIL group had a fuller repertoire of request modification strategies, yet their sociopragmatic knowledge is questioned. Resumen: Este estudio tiene como objetivo determinar si tanto los alumnos de 4º de E.S.O. que participan en el programa bilingüe inglés (« AICLE o CLIL ») como los alumnos que no participan en este programa (« no-AICLE o non-CLIL ») utilizan de forma distinta los modificadores y las estrategias de petición. Dichos modificadores (externos e internos) y estrategias (directas e indirectas) fueron las dimensiones utilizadas para comparar las peticiones de los alumnos. Con el fin de suscitar dichas producciones (192 peticiones), se utilizó un Written Discourse Completion Test (WDCT) con situaciones que no estaban estrechamente relacionadas con los hábitos de clase de los alumnos. Para analizar las peticiones, se elaboró una taxonomía basada en el mismo conjunto de datos para realizar el análisis de datos siguiendo otros estudios en los que se hizo lo mismo (Blum-Kulka et al., 1989; Alcón Soler et al., 2005). Los resultados demostraron que el grupo « CLIL » y el « non-CLIL » compartían similitudes típicas de los estudiantes de lenguas extranjeras. No obstante, también hubo diferencias significativas entre ellos que indican que el grupo CLIL utilizaba un repertorio más amplio de modificadores y estrategias en sus respuestas, a pesar de lo cual se pone en cuestión su conocimiento sociopragmático. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of anxiety in content-and-language-integrated-learning (CLIL) contexts is an emerging theme in current literature. To advance research in this area, the present article analyses the influence of the educational model (CLIL and English formal instruction, EFI/non-CLIL) in the anxiety levels of language learners of English as a Foreign Language. The sample consisted of 185 secondary-education students from three semi-private schools in Mallorca. For data collection, we used the Spanish version of the FLCAS (Foreign Language Classroom Anxiety Scale) and the STAI-S (State-Trait Anxiety Inventory. Our results show that anxiety levels are higher for CLIL students in CLIL contexts than in EFI contexts, while non-CLIL students feel more anxious than CLIL students in EFI contexts. [ABSTRACT FROM AUTHOR]