CLIL and Motivation: The Effect of Individual and Contextual Variables

Autor/inn/en	Doiz, Aintzane; Lasagabaster, David; Sierra, Juan Manuel
Titel	CLIL and Motivation: The Effect of Individual and Contextual Variables
Quelle	In: Language Learning Journal, 42 (2014) 2, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.889508
Schlagwörter	Second Language Learning; Second Language Instruction; Course Content; Teaching Methods; Foreign Countries; English (Second Language); Secondary School Students; Comparative Analysis; Student Motivation; Validity; Student Attitudes; Questionnaires; Outcomes of Education; Socioeconomic Influences; Gender Differences; Age Differences; Statistical Analysis; Longitudinal Studies; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Schulische Motivation; Gültigkeit; Schülerverhalten; Fragebogen; Lernleistung; Schulerfolg; Sozioökonomischer Faktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanien
Abstract	Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that students are more motivated as a result of participating in CLIL programmes. Since motivation is one of the most influential individual variables when it comes to learning an L2, the benefits of the CLIL approach are assumed. However, there is a dearth of studies which empirically confirm differences in motivation when comparing traditional English as a foreign language (EFL) instruction and CLIL. This article aims to shed light on this issue through a study carried out in the Basque Country (Spain) in two different grades. Three hundred and ninety-three compulsory secondary education students (aged 12-13 and 14-15) enrolled in EFL and CLIL courses participated in the study. The data were gathered by means of a previously piloted and validated quantitative questionnaire. The statistical analyses showed that CLIL students were more motivated; however, these results should be analysed with caution, taking into account a series of individual (age and sex) and contextual (socio-cultural) variables that may influence such results. The effect of these variables, which have little to do with the CLIL approach per se, has not always been sufficiently considered when explaining the positive outcomes of CLIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10