A Preliminary Study on Motivation and Gender in CLIL and Non-CLIL Types of Instruction

Autor/inn/en	Fontecha, Almudena Fernández; Alonso, Andrés Canga
Titel	A Preliminary Study on Motivation and Gender in CLIL and Non-CLIL Types of Instruction
Quelle	In: International Journal of English Studies, 14 (2014) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Learning Motivation; Gender Differences; English (Second Language); Second Language Learning; Second Language Instruction; Student Motivation; Teaching Methods; Role; Education Majors; Elementary School Teachers; Teacher Education; Foreign Countries; Student Attitudes; Attitude Measures; Measures (Individuals); Spain + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Ausland; Schülerverhalten; Messdaten; Spanien
Abstract	This paper sets out to enquiry about gender-based differences in motivation towards EFL in two different types of instruction, i.e. CLIL and EFL (non-CLIL). The study was carried out with 4th Primary education Spanish students randomly selected from two mixed-gender schools in La Rioja (Spain). The results show that non-CLIL learners are significantly more motivated than CLIL learners. The non-CLIL girls are slightly more motivated than non-CLIL boys. However, CLIL boys are slightly more motivated than CLIL girls. Non-CLIL boys are more motivated than CLIL boys, and non-CLIL girls are more motivated than CLIL girls. These findings indicate that research on CLIL should closely take into account the way this methodological approach is implemented in a specific context since context-specific elements play a pivotal role in students' motivation towards EFL. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10