The Impact of CLIL on Affective Factors and Vocabulary Learning

Autor/inn/en	Heras, Arantxa; Lasagabaster, David
Titel	The Impact of CLIL on Affective Factors and Vocabulary Learning
Quelle	In: Language Teaching Research, 19 (2015) 1, S.70-88 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541736
Schlagwörter	Second Language Learning; Course Content; Vocabulary Development; Gender Differences; Pretests Posttests; Secondary School Students; Questionnaires; Self Esteem; Student Motivation; English (Second Language); Second Language Instruction; Native Language; Language Tests; Affective Behavior; Bilingualism; Foreign Countries; Spanish; Languages; Physical Education; Teaching Methods; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Kursprogramm; Wortschatzarbeit; Geschlechterkonflikt; Sekundarschüler; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language test; Sprachtest; Affective disturbance; Active behaviour; Affektive Störung; Bilingualismus; Ausland; Spanisch; Language; Sprache; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary education were administered a background questionnaire, a questionnaire on motivation and self-esteem, and a vocabulary test. Participants' learning of vocabulary was tested on a pre-test, immediate post-test and delayed post-test design. Results revealed that CLIL can help reduce gender differences in motivation. Similarly, vocabulary tests indicated that the CLIL module had a similar positive effect on both male and female students' learning of the technical content-related vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10