Analysing a Whole CLIL School: Students' Attitudes, Motivation, and Receptive Vocabulary Outcomes

Autor/in	Arribas, Mario
Titel	Analysing a Whole CLIL School: Students' Attitudes, Motivation, and Receptive Vocabulary Outcomes
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 9 (2016) 2, S.267-292 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Foreign Countries; Secondary School Students; Student Motivation; Second Language Learning; English (Second Language); Student Attitudes; Receptive Language; Bilingual Schools; Questionnaires; Language Tests; Correlation; Scores; Comparative Analysis; Statistical Significance; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulische Motivation; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Rezeptive Kommunikationsfähigkeit; Bilingual scholl; Bilinguale Schule; Fragebogen; Language test; Sprachtest; Korrelation; Statistische Analyse; Spanien
Abstract	CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students' receptive vocabulary outcomes. All students (n = 403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners' opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01