Lexical Knowledge and Amount of L2 Exposure: A Study on CLIL Primary-school Learners’ Receptive Vocabulary Knowledge

L2 lexical knowledge has been an issue that attracted much attention among SLA scholars, with studies examining the impact of different language teaching approaches on vocabulary knowledge. However, little research conducted to determine amount exposure needed for significant improvement. This paper explores varying instructed 112 CLIL primary-school learners’ receptive high-frequency vocabulary. Participants were asked respond 1K and 2K Updated Vocabulary Levels Tests (Webb et al.). Data examined looking into differences related exposure. Findings suggest a possible effect recognition words, which is discussed concerning its implications instructional practice.