CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences

Autor/inn/en	Lasagabaster, David; Doiz, Aintzane
Titel	CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences
Quelle	In: Language Awareness, 25 (2016) 1-2, S.110-126 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2015.1122019
Schlagwörter	Student Attitudes; Second Language Learning; Questionnaires; Longitudinal Studies; English (Second Language); Course Content; Teaching Methods; Grammar; Language Skills; Language Proficiency; Metalinguistics; Learning Processes; Preferences; Foreign Countries; Secondary School Students; Statistical Analysis; Likert Scales; Spain + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fragebogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Language skill; Sprachkompetenz; Language skills; Metalanguage; Metasprache; Learning process; Lernprozess; Ausland; Sekundarschüler; Statistische Analyse; Likert-Skala; Spanien
Abstract	Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221 CLIL students from the Basque Autonomous Community (BAC; Spain) filled out a questionnaire which analysed students' perceptions regarding the importance of grammar and language skills, their preferences for instructional activities, and their self-perceived language improvement. The results revealed that the participants attached importance to all language aspects and that they preferred group work and active participation in class in the early grades, although their enthusiasm for both aspects waned with time. Finally, the longitudinal data showed that their perceived English improvement was greater in their CLIL classes than in their regular English as a Foreign Language (EFL) classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01