Impact of Single-Sex Instruction on Student Motivation to Learn Spanish

Autor/inn/en	Kissau, Scott; Quach, Lan; Wang, Chuang
Titel	Impact of Single-Sex Instruction on Student Motivation to Learn Spanish
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 12 (2009) 2, S.54-78 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Second Language Learning; Learning Motivation; Foreign Countries; Spanish; Single Sex Classes; Males; Educational Benefits; Models; High School Students; Questionnaires; Interviews; Coeducation; Student Attitudes; Gender Differences; Language Attitudes; Anxiety; Student Behavior; Teacher Characteristics; Measures (Individuals); Canada; United States + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Ausland; Spanisch; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Bildungsertrag; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Interviewing; Interviewtechnik; Koedukation; Schülerverhalten; Geschlechterkonflikt; Sprachverhalten; Angst; Student behaviour; Messdaten; Kanada; USA
Abstract	To increase male motivation to learn additional languages studies have suggested teaching males in single-sex second and foreign language classes (Carr & Pauwels, 2006; Chambers, 2005). Despite the reported benefits of this unique arrangement, a review of literature found no related research conducted in Canada or the United States. To address this lack of research, a study was conducted in the spring of 2008 to investigate the impact of single-sex instruction on student motivation to learn Spanish. Using Gardner's model of second language motivation (1985), 57 high-school students studying Spanish in either single-sex or coeducational classes completed a pre and post questionnaire to gauge their motivation to learn the language. Follow-up interviews were also conducted with both students and teachers. Results indicated that while both sexes enjoyed some educational advantages from the single-sex environment, the benefits appeared to be greater for the males than the females. (Contains 4 footnotes and 1 table.) (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10