Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure

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

    Universidad de La Rioja

    Logroño, España

    GRID grid.119021.a

Revue:
Complutense Journal of English Studies

ISSN: 2386-3935

Année de publication: 2015

Número: 23

Pages: 79-96

Type: Article

Exporter: RIS
DOI: 10.5209/rev_cjes.2015.v23.51214 GOOGLE SCHOLAR lock_openAccès ouvert editor

Indicateurs

Cité par

  • Dialnet Métricas Cité par: 1 (17-09-2021)

CIRC

  • Ciencias Sociales: C
  • Ciencias Humanas: B

Résumé

Numerous studies have found a positive connection between learners� motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

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