A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction

  1. Fernández Fontecha, Almudena 1
  2. Canga Alonso, Andrés 1
  1. 1 Departamento de Filologías Modernas, C/San José de Calasanz, 33, 26004 Logroño (La-Rioja), Spain
Aldizkaria:
IJES: international journal of English studies

ISSN: 1578-7044

Argitalpen urtea: 2014

Alea: 14

Zenbakia: 1

Orrialdeak: 27-48

Mota: Artikulua

DOI: 10.6018/IJES/14/1/156681 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: IJES: international journal of English studies

Gordailu instituzionala: lock_openSarbide irekia Editor

Laburpena

Este artículo pretende investigar las diferencias de motivación hacia el aprendizaje de inglés como lengua extranjera en dos tipos diferentes de instrucción, es decir, en contextos AICLE y no-AICLE. El estudio se llevó a cabo con 62 estudiantes españoles de 4º de educación primaria elegidos al azar de dos colegios mixtos de Logroño (La Rioja, España). El grupo AICLE estaba formado por 14 chicas y 17 chicos, mientras que el no- AICLE lo constituían 18 chicos y 13 chicas en contextos no-AICLE. Los resultados muestran que los estudiantes no-AICLE están significativamente más motivados que sus compañeros AICLE. Las chicas no-AICLE están ligeramente más motivadas que chicos no-AICLE. Los chicos no-AICLE están más motivados que los chicos AICLE y las chicas no-AICLE que las chicas AICLE. Se apuntan diferentes razones para explicar dichos resultados

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