Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
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双语教育的动机或来自双语教育的动机？
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
D. Coyle
中科院分区：
文献类型：
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作者：
Tessa Mearns;R. de Graaff;D. Coyle
内容和语言综合学习（CLIL）据说不仅能提高外语水平，而且能提高学习者的动机（Coyle，D.，P. Hood和D.马什2010. CLIL：内容和语言综合学习。剑桥：剑桥大学出版社）。然而，在CLIL是选修的情况下，可以提出的问题是，它的动机效果是否可以区分从预先存在的动机，可能会影响学习者的选择教育路线。本研究探讨荷兰-英语双语教育和主流教育中学习者的动机差异。其目的是确定学习者群体是否有不同的动机，以及他们的动机是否与他们选择的教育形式有历时性的关系。581名普通中等教育前三年的学生完成了一份调查问卷，探讨他们对（语言）学习的看法。结果进行了分析，双语和主流学习者之间的差异和跨年级组。双语教育的学习者在几乎所有的领域都表现出更强的学习动机。然而，几乎没有证据表明这是接触双语教育的结果，加强了这样一种想法，即动机可能是这组CLIL学习者所固有的。
ABSTRACT Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have influenced the learner’s choice of educational route. The current study examined motivational differences between learners in Dutch-English bilingual and mainstream education. The aim was to establish whether the learner groups were differently motivated and whether their motivation appeared to be diachronically related to their chosen educational format. 581 learners in the first three years of general secondary education completed a questionnaire exploring their views on (language) learning. Results were analysed in terms of differences between bilingual and mainstream learners and across year-groups. Learners in bilingual education displayed more motivation in nearly all of the areas examined. There was little evidence, however, of this being a result of exposure to bilingual education, reinforcing the idea that motivation may be inherent to this group of CLIL learners.