Lexical Analysis through Content and Language Integrated Learning in Translation

Abstract

This article focuses on a lexical analysis of a secondary school student’s translation skills using CLIL method. The purpose of this article is to analyse how and what students learned from the traditional class and the CLIL class. The samples have been collected through the pre-test and post-test through questionnaires and interviews. The data has been analysed through mixed (qualitative & quantitative) method. It aims to teach the skills to define the global education. The findings suggest that students in the CLIL group not only improved their understanding of the second language but also developed a better grasp of technical terms and strategies. The students demonstrated increased confidence in speaking, explaining concepts concisely, and expressing their opinions without hesitation. Additionally, the use of CLIL improved their vocabulary acquisition and usage in everyday contexts. These creative skills lead the students to explain the concepts in a brief manner and also tell their opinion without hesitations. Most students in the CLIL group reported increased confidence in speaking and using new vocabulary 30% of interviews mentioned confidence, 25% mentioned new vocabulary. Specifically, this method will improve the quality of the speaker in their conversations. And also improved the new vocabularies in day-to-day usage. The second language learners easily acquire the vocabularies through CLIL method. Traditional method of teaching will not provide new skills to improve their language proficiency. The signified value of the results bring CLIL method improves a better understanding for the students to improve their fluency. But These will lead a good communication with higher authorities in a society.