ABSTRACT

The present study investigates whether CLIL learners’ high scores in English as a foreign language (EFL) can be attributed to three specific learner variables: ‘EFL aptitude’, ‘EFL confidence’ and ‘international orientation’ – and whether out-of-school EFL exposure has an effect. The study was undertaken in eight secondary school CLIL classes in four European countries: the Netherlands, Germany, Italy and Hungary. The results showed a number of significant effects, both initially and after two years. In particular, learners’ EFL confidence was found to have a stronger influence on L2 proficiency results than either EFL aptitude, involvement in the international world or the presence of English in society at large.

摘要

本研究调查了 CLIL 学习者的英语作为外语 (EFL) 的高分是否可以归因于三个特定的学习者变量：“EFL 能力”、“EFL 信心”和“国际定位”——以及是否在校外EFL 暴露有影响。该研究在四个欧洲国家的八个中学 CLIL 班级进行：荷兰、德国、意大利和匈牙利。结果显示出许多显着的效果，无论是最初还是两年后。特别是，发现学习者的 EFL 信心对 L2 熟练程度的影响比 EFL 能力、对国际世界的参与或整个社会中的英语存在有更大的影响。