解读中国年轻学习者的语言学习动机:CLIL能改变现状吗?

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yan Zhu, Bo Peng, Dingfang Shu, Fangyuan Du
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引用次数: 0

摘要

本研究旨在比较内容与语言整合学习(CLIL)和非CLIL教学环境下两批中国小学学生的英语学习动机。共有 270 名来自三年级、四年级和五年级的学习者参加了本研究,他们分别参加了内容与语言整合学习课程(184 人)和非内容与语言整合学习课程(86 人)。数据是通过一份年轻学习者的 L2 学习动机问卷收集的。结果显示,在理想的第二语言自我领域和第二语言学习体验方面,CLIL 学习者的总体学习动机水平明显高于非 CLIL 学习者。然而,非 CLIL 课程的学生在 "应该学习的 L2 自我 "领域的自我评价总体较高。在比較不同年級的 CLIL 與非 CLIL 次樣本的學習動機水平時,我們發現非 CLIL 次樣本的學習動機平均分在「理想的第二語言自我」、「應該學習的第二語言自我」和「家長的期望」三個範疇的得分隨年級增加而持續下降。在文化兴趣和学习经验方面,四年级和五年级的 CLIL 学生的学习动机水平明显高于非 CLIL 学生。本研究提供了实证证据,支持实施 CLIL 课程作为一种潜在的策略,以提高年轻学习者的 L2 学习动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

This study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non-CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (= 184) and the non-CLIL programme (= 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non-CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non-CLIL programme overall rated themselves higher in the Ought-to L2 Self domain. When comparing L2 motivation levels between CLIL and non-CLIL sub-groups in different grades, we found that the non-CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought-to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth- and fifth-grade cohorts exhibited a significantly higher level of motivation than their non-CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.

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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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