Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
Consultable a partir de
2024-11-24
Fecha
2023Versión
Acceso embargado / Sarbidea bahitua dago
Tipo
Artículo / Artikulua
Versión
Versión aceptada / Onetsi den bertsioa
Identificador del proyecto
Impacto
|
10.1515/iral-2022-0239
Resumen
Preliminary studies suggest a positive effect of Content and Language
Integrated Learning (CLIL) on young learners' (YLs) L2 motivation. However, much more
research with larger samples is is necessary to gain a more detailed understanding of
the interaction between CLIL exposure and L2 motivation. This study specifically
explores the effect of different levels of CLIL exposure on YLs’ L2 moti ...
[++]
Preliminary studies suggest a positive effect of Content and Language
Integrated Learning (CLIL) on young learners' (YLs) L2 motivation. However, much more
research with larger samples is is necessary to gain a more detailed understanding of
the interaction between CLIL exposure and L2 motivation. This study specifically
explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so,
five measures of motivation were analysed in 895 L1-Spanish YLs of English (mean age=
10.61) comprising a non-CLIL group (n=289) who had received five EFL weekly lessons;
a low-CLIL group (n =152) who had received five EFL and two CLIL weekly lessons, and a
high-CLIL group (n =454) who had received five EFL and seven CLIL weekly lessons.
Normality, Kruskal-Wallis and Dunn-Bonferroni post-hoc tests were conducted. The
results revealed significantly higher motivation levels for the high-CLIL learners over the
low-CLIL group in all five measures, and higher motivational levels of the high-CLIL group
over the non-CLIL group in four of the measures. The study provides evidence of the
motivational benefits of high-CLIL exposure and underscores the need for further
research on the motivational implications of low-CLIL programmes. [--]
Materias
CLIL,
Motivation,
Exposure,
Young learners
Editor
De Gruyter
Publicado en
International Review of Applied Linguistics in Language Teaching
Departamento
Universidad Pública de Navarra. Departamento de Ciencias Humanas y de la Educación /
Nafarroako Unibertsitate Publikoa. Giza eta Hezkuntza Zientziak Saila /
Universidad Pública de Navarra/Nafarroako Unibertsitate Publikoa. Institute for Advanced Social Research - ICOMMUNITAS
Versión del editor
Entidades Financiadoras
This work was supported by Spanish Ministry for Science and Innovation (grant no. PID2020-113990GB-100) and Public University of Navarra (grant nos. PJUPNA05-2022; PJUPNA2023-11401).