出版社：Universidad de Granada * Departamento de Didactica de la Lengua y la Literatura
摘要：This paper addresses the purported belief that Content and Language IntegratedLearning positively influences students’ affective stance. It compares the motivation ofCLIL and non-CLIL learners in seven state schools and one charter school in the provinceof Seville, both at Primary (n=194) and Compulsory Secondary Education (n=158) level.Affective aspects pertaining to motivation and anxiety are grouped around four clusters offactors: (i) desire to work and self-esteem (containing 10 items); (ii) anxiety in the face ofexams (with a negative-inhibitory content and made up of 9 elements); (iii) lack of interestin studying (comprising 9 items); and (iv) realistic personal self-demand (consisting of 7 elements).The interaction of motivation and language attainment (considering use of English,vocabulary, listening, speaking, and reading) is also measured in order to confirm or refuteprior findings which tend to assign higher levels of motivation to CLIL strands.
