Résumé
| langue originale | Anglais |
|---|---|
| Nombre de pages | 20 |
| journal | International Journal of Bilingualism and Bilingual Education |
| Date de mise en ligne précoce | nov. 2019 |
| Les DOIs | |
| état | E-pub ahead of print - nov. 2019 |
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Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. / De Smet, Audrey; Mettewie, Laurence; Hiligsmann, Philippe; Galand, Benoît; Van Mensel, Luk.
Dans: International Journal of Bilingualism and Bilingual Education, 11.2019.Résultats de recherche: Contribution à un journal/une revue › Article
TY - JOUR
T1 - Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
AU - De Smet, Audrey
AU - Mettewie, Laurence
AU - Hiligsmann, Philippe
AU - Galand, Benoît
AU - Van Mensel, Luk
PY - 2019/11
Y1 - 2019/11
N2 - Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.
AB - Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.
KW - CLIL
KW - English
KW - Dutch
KW - expectancy-value
KW - language attitudes
KW - motivation
KW - Language attitudes
UR - http://www.scopus.com/inward/record.url?scp=85074750171&partnerID=8YFLogxK
U2 - 10.1080/13670050.2019.1671308
DO - 10.1080/13670050.2019.1671308
M3 - Article
JO - International Journal of Bilingualism and Bilingual Education
JF - International Journal of Bilingualism and Bilingual Education
SN - 1367-0050
ER -