Receptive vocabulary knowledge and motivation in CLIL and EFL

  1. Almudena Fernández Fontecha 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    GRID grid.119021.a

Journal:
Revista de lingüística y lenguas aplicadas

ISSN: 1886-2438

Year of publication: 2014

Issue: 9

Pages: 23-32

Type: Article

Export: RIS
DOI: 10.4995/rlyla.2014.2077 GOOGLE SCHOLAR lock_openOpen access editor

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Cited by

  • Dialnet Métricas Cited by: 6 (17-09-2021)

CIRC

  • Human Sciences: B

Abstract

Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

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