Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
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DOI：
10.14746/ssllt.2018.8.1.3
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发表时间：
2018-03-01
影响因子：
3.4
通讯作者：
Van Mensel, Luk
中科院分区：
文献类型：
--
作者：
De Smet, Audrey;Mettewie, Laurence;Van Mensel, Luk
本研究调查了小学生在学习第二语言或外语时的课堂焦虑和快乐。本研究的特殊性在于两种目标语言（英语和荷兰语）在两种教育背景下（CLIL和非CLIL）在不同的教学水平（小学和中学教育）的比较。虽然大多数研究内容和语言综合学习（CLIL）的重点是英语作为一种目标语言，比利时的情况下，要求与“其他”社区的语言，在这种情况下Dutch.Data的比较收集了896名学生在讲法语的比利时通过自我报告问卷测量学生的焦虑和享受在课堂上，沿着与背景特征。结果表明，虽然CLIL学生的经验显着减少焦虑比他们的非CLIL同行，英语学习者报告显着减少焦虑和更多的享受比荷兰学习者。这表明目标语言在课堂情感参与中的重要作用，并呼吁进一步调查目标语言感知的作用。最后，与教学水平的相互作用表明，虽然小学生报告更强的情绪，CLIL和英语的影响是更大的中学水平。
This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the "other" community, in this case Dutch.Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils' anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.