Literaturnachweis - Detailanzeige
Autor/inn/en | Goris, José; Denessen, Eddie; Verhoeven, Ludo |
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Titel | Determinants of EFL Learning Success in Content and Language Integrated Learning |
Quelle | In: Language Learning Journal, 50 (2022) 1, S.103-118 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Goris, José) ORCID (Denessen, Eddie) ORCID (Verhoeven, Ludo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-1736 |
DOI | 10.1080/09571736.2019.1709886 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Content and Language Integrated Learning; Secondary School Students; Language Tests; Scores; Language Aptitude; Self Concept; Cross Cultural Studies; Foreign Countries; Student Attitudes; Germany; Hungary; Italy; Netherlands Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; CLIL; Lernkonzept; Sekundarschüler; Language test; Sprachtest; Sprachbegabung; Spracheignung; Selbstkonzept; Cultural comparison; Kulturvergleich; Ausland; Schülerverhalten; Deutschland; Ungarn; Italien; Niederlande |
Abstract | The present study investigates whether CLIL learners' high scores in English as a foreign language (EFL) can be attributed to three specific learner variables: 'EFL aptitude', 'EFL confidence' and 'international orientation' -- and whether out-of-school EFL exposure has an effect. The study was undertaken in eight secondary school CLIL classes in four European countries: the Netherlands, Germany, Italy and Hungary. The results showed a number of significant effects, both initially and after two years. In particular, learners' EFL confidence was found to have a stronger influence on L2 proficiency results than either EFL aptitude, involvement in the international world or the presence of English in society at large. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |