Literaturnachweis - Detailanzeige
| Autor/inn/en | Heras, Arantxa; Lasagabaster, David |
|---|---|
| Titel | The impact of CLIL on affective factors and vocabulary learning. |
| Quelle | In: Language teaching research, 19 (2015) 1, S. 70-88Infoseite zur Zeitschrift |
| Beigaben | Abbildungen 3; Literaturangaben; Tabellen 4 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1362-1688 |
| Schlagwörter | Empirische Forschung; Geschlechtsspezifischer Unterschied; Affektives Lernen; Motivation; Fremdsprachenunterricht; Vokabellernen; Fachunterricht |
| Abstract | The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary education were administered a background questionnaire, a questionnaire on motivation and self-esteem, and a vocabulary test. Participants' learning of vocabulary was tested on a pre-test, immediate post-test and delayed post-test design. Results revealed that CLIL can help reduce gender differences in motivation. Similarly, vocabulary tests indicated that the CLIL module had a similar positive effect on both male and female students' learning of the technical content-related vocabulary. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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