Motivation, second language learning and CLIL
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Liss Kerstin Sylvén
Abstract
One of the most decisive factors influencing the learning of a second or a foreign language (L2/FL) seems to be learner motivation. Studies into motivation and L2/FL learning abound, but studies specifically targeting the role of language learning motivation in CLIL are scarce. This chapter will further illuminate this relationship. The chapter accounts for the theoretical underpinnings of motivation research, primarily in the form of the L2 Motivational Self System (L2MSS; Dörnyei 2005, 2009), but also integrative and instrumental motivation (Gardner & Lambert 1959). Further, an overview of existing studies on motivation and CLIL is presented. The chapter ends with a discussion on the pedagogical implications of previous research and how to move forward with CLIL, language learning and motivation.
Abstract
One of the most decisive factors influencing the learning of a second or a foreign language (L2/FL) seems to be learner motivation. Studies into motivation and L2/FL learning abound, but studies specifically targeting the role of language learning motivation in CLIL are scarce. This chapter will further illuminate this relationship. The chapter accounts for the theoretical underpinnings of motivation research, primarily in the form of the L2 Motivational Self System (L2MSS; Dörnyei 2005, 2009), but also integrative and instrumental motivation (Gardner & Lambert 1959). Further, an overview of existing studies on motivation and CLIL is presented. The chapter ends with a discussion on the pedagogical implications of previous research and how to move forward with CLIL, language learning and motivation.
Chapters in this book
- Prelim pages i
- Table of contents v
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Introduction
- Content and Language Integrated Learning (CLIL) 1
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Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
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Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
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Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
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Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
