دورية أكاديمية
Students' Motivation 'for' Content and Language Integrated Learning and the Role of Programme Intensity
| العنوان: | Students' Motivation 'for' Content and Language Integrated Learning and the Role of Programme Intensity |
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| اللغة: | English |
| المؤلفون: | Somers, Thomas (ORCID |
| المصدر: | International Journal of Bilingual Education and Bilingualism. 2021 24(6):839-854. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools |
| Descriptors: | Student Motivation, Secondary School Students, Grade 7, Preadolescents, Public Schools, Bilingual Education, Content and Language Integrated Learning, Immersion Programs, English (Second Language), Spanish, Track System (Education), Linguistic Input, Language Proficiency, Academic Achievement, Classroom Communication, Anxiety, Correlation, Difficulty Level, Foreign Countries |
| مصطلحات جغرافية: | Spain (Madrid) |
| DOI: | 10.1080/13670050.2018.1517722 |
| تدمد: | 1367-0050 |
| مستخلص: | The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL's eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners' motivation not only towards the foreign language, but towards both content and language learning as an integrated construct, termed 'CLIL motivation'. To this end, 157 secondary education students enrolled in two bilingual tracks of differing intensity (High- versus Low-intensity) were compared in terms of their CLIL motivation. The results show that participation in either the High- or Low-intensity track has a significant effect on both enjoyment of CLIL and the perception of its usefulness for future purposes. These differences are further discussed in terms of students' foreign language proficiency and academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1297536 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1367-0050 |
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| DOI: | 10.1080/13670050.2018.1517722 |