出版社：Universidad de Granada * Departamento de Didactica de la Lengua y la Literatura
摘要：After approximately two decades of implementing CLIL programmes inSpain, there is still a lack of solid grounding on the effects of this kind of approach in areasother than the development of the foreign language being used as the vehicle of instruction.This study combines an analysis of the learning outcomes of the language classes of boththe foreign language and the mother tongue, of science subjects, of the relationship betweenpsycho-affective factors such as verbal reasoning, motivation, anxiety, indifference and self-demand, and of the role of extramural exposure, in two distinct contexts, rural vs. urbanschools. 295 students from two different grades (in Primary Education and in CompulsorySecondary Education) have been investigated in order to examine the relative influence of allthese dimensions on the success rate of the CLIL programme under implementation, with theidea that students from rural and urban schools may perform differently. Results show thateven though urban students seem to perform better in some of the above dimensions, thereare not many apparent differences between students in rural and urban schools and, whenexisting, differences are not significant in the majority of the dimensions evaluated. Datasuggests that the dissimilarity of results between schools is caused by a mixture of factors inthe teaching and learning process but cannot be solely accredited to the characteristics of thetwo distinct school settings.
