Abstract

The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between motivational variables and content learning achievement. With that goal in mind, discriminant and correlation analyses were performed with the motivational variables scrutinised (willingness and self-esteem, self-demand, anxiety and lack of interest) to determine to what extent such motivational variables may influence and account for the variance of student performance results in the subject of natural science obtained by the experimental (CLIL) and control (non-CLIL) groups at the end of primary and secondary Education. Contrary to expectations and the reviewed literature, the findings of the study revealed a low correlation between the motivational variables scrutinised in the study and content learning achievement in CLIL programmes. It was also found that not all motivational variables exert the same effect on the CLIL learners’ content achievement which may be affected, to some extent, by the influence of both self-demand and lack of interest.

摘要

迄今为止，关于CLIL（内容和语言集成学习）的情感维度的研究很少集中在动机和语言素养之间的关系上，这表明需要进行进一步的研究。为此，本横断面研究旨在研究动机变量与内容学习成绩之间的相关程度。出于这一目标，我们在对动机变量（意愿和自尊，自我要求，焦虑和缺乏兴趣），以确定这些动机变量在多大程度上可以影响和解释由实验（CLIL）和对照组（non-CLIL）组在自然科学学科获得的自然科学学科中学生成绩的差异中小学教育。与期望和已审查的文献相反，该研究的结果表明，在研究中仔细研究的动机变量与CLIL计划中的内容学习成绩之间的相关性较低。还发现并非所有的动机变量都对CLIL学习者的内容成就产生相同的影响，而自我需求和缺乏兴趣的影响在一定程度上可能会影响CLIL学习者的内容成就。研究结果表明，在研究中仔细研究的动机变量与CLIL计划中的内容学习成绩之间的相关性较低。还发现并非所有的动机变量都对CLIL学习者的内容成就产生相同的影响，而自我需求和缺乏兴趣的影响在一定程度上可能会影响CLIL学习者的内容成就。研究结果表明，在研究中仔细研究的动机变量与CLIL计划中的内容学习成绩之间的相关性较低。还发现并非所有的动机变量都对CLIL学习者的内容成就产生相同的影响，而自我需求和缺乏兴趣的影响在一定程度上可能会影响CLIL学习者的内容成就。