La motivación en el aprendizaje de lenguas extranjeras en AICLE multilingüe
DOI:
https://doi.org/10.30827/portalin.vi41.26620Palabras clave:
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras, Motivación, inglés como lengua extranjera, francés como lengua extranjeraResumen
La motivación es un factor imprescindible en el aprendizaje de un idioma extranjero, y se ha demostrado que desempeña un papel más significativo en un contexto AICLE que no-AICLE (Navarro Pablo y García Jiménez, 2018). Sin embargo, dado la falta de investigación sobre el AICLE en idiomas distintos del inglés, Dalton-Puffer, Nikula y Smit (2010) han hecho un llamamiento a la investigación comparativa de diferentes lenguas meta, para comprender las fortalezas y debilidades de AICLE independientemente de la lengua del programa. Esta comparación es particularmente necesario con respecto a la motivación, dado que hay una diferencia fundamental entre la motivación para aprender el inglés frente a otras lenguas (Dörnyei y Ushioda, 2013). Este estudio investiga la motivación de alumnos que cursan a la vez asignaturas de instrucción AICLE en inglés y francés para comparar las diferencias cuantitativas entre la motivación hacia cada idioma. Los resultados demuestran que hay una diferencia evidente entre el inglés y el francés, ya que en todos los casos los participantes indicaron un nivel más alto de motivación hacia el inglés. Los hallazgos destacan la necesidad de preparar de manera más eficaz la metodología AICLE cuando se enseña el francés junto con el inglés.
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Bloomer, A. (2010). Designing a questionnaire. In S. Hunston & D. Oakley (Eds.), Introducing applied linguistics concepts and skills (pp. 145–150). London: Routledge.
Brady, I.K. (2015). The ideal and ought-to L2 selves of Spanish learners of English [Unpublished doctoral dissertation]. Universidad de Murcia, Spain.
Brady, I.K. (2019). Exploring the L2 Motivational Self System in Spain: Study design and preliminary findings. Journal of English Studies, 17, 43-73. https://doi.org/10.18172/jes.3575
Calafato, R., & Tang, F. (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System, 84, 133-144. https://doi.org/10.1016/j.system.2019.06.006
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. https://doi.org/10.1093/applin/amt011
Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 71-93). Palgrave Macmillan.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of applied linguistics, 31, 182-204. https://doi.org/10.1017/S0267190511000092
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Language use and language learning in CLIL classrooms: Current findings and contentious issues. John Benjamins.
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8, 47-72. https://doi.org/10.14746/ssllt.2018.8.1.3
De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & van Mensel, L. (2019). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1671308
Dörnyei, Z. (2003). Questionnaires in second language research: Constructing, administering, and processing. London: Lawrence Erlbaum Associates.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462. https://doi.org/10.1093/applin/23.4.421
Dörnyei, Z., & Csizér, K. (2012). How to Design and Analyze Surveys in Second Language Acquisition. In A. Mackey & S.M. Gass (Eds.), Research Methods in Second Language Acquisition: A Practical Guide (pp. 74–94). Oxford: Wiley-Blackwell.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation (2nd ed.). Routledge.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Dörnyei, Z., MacIntyre, P.D., & Henry, A. (2014). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P.D. MacIntyre, & A. Henry (Eds.), motivational dynamics in language learning (pp. 1-7). Multilingual Matters.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage publications.
Geoghegan, L. (2018). International posture, motivation and identity in SA. In C. Pérez-Vidal, S. López-Serrano, J. Ament and D. Thomas Wilhelm (Eds.), Learning context effects: study abroad, formal instruction and international immersion classrooms (pp. 215-253). Language Science Press.
Higgins, E.T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94(3), 319. https://doi.org/10.1037/0033-295X.94.3.319
https://doi.org/10.1080/00405841.2018.1484038
Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System, 41(2), 231-244.
Larson-Hall, J. (2012). How to Run Statistical Analyses. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 245-274). Oxford: Wiley-Blackwell.
MacIntyre, P D., MacKinnon, S.P., & Clément, R. (2009). Toward the development of a scale to assess possible selves as a source of language learning motivation. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 193-214). Multilingual Matters.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954. https://doi.org/10.1037/0003-066X.41.9.954
Merino, J., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21(1), 79-92. https://doi.org/10.1080/13670050.2015.1128386
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641-654.
Navarro Pablo, M., & García Jiménez, E. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 29, 71-90.
Oakes, L. (2013). Foreign language learning in a ‘monoglot culture’: Motivational variables amongst students of French and Spanish at an English university. System, 41(1), 178-191.
Oakes, L., & Howard, M. (2019). Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism, 25(1), 166-182. https://doi.org/10.1080/13670050.2019.1642847
Pavón Vázquez, V., & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 14, 45-58.
Pérez, A., Lorenzo, F., & Pavón, V. (2016). European bilingual models beyond linguafranca: key findings from CLIL French programs. Language policy, 15(4), 485-504. http://dx.doi.org/10.1007/s10993-015-9386-7
Pérez-Cañado, M.L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341. https://doi.org/10.1080/13670050.2011.630064
Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). Introduction. In Y. Ruiz de Zarobe & D. Lasagabaster (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. ix-xvii). Cambridge Scholars Publishing.
Ryan, S. (2008). The Ideal L2 Selves of Japanese learners of English [Unpublished doctoral dissertation]. University of Nottingham, UK.
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 120-143). Multilingual Matters.
San Isidro, X. (2018). Innovations and challenges in CLIL implementation in Europe. Theory into Practice, 57(3), 185-195. https://doi.org/10.1080/00405841.2018.1484038
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Multilingual Matters.
Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454. https://doi.org/10.1111/modl.12407
Woodrow, L. (2017). Motivation in language learning. In R. Breeze & C.S. Guinda (Eds.), Essential competencies for English-medium university teaching (pp. 235-248). Springer.
Bloomer, A. (2010). Designing a questionnaire. In S. Hunston & D. Oakley (Eds.), Introducing applied linguistics concepts and skills (pp. 145–150). London: Routledge.
Brady, I.K. (2015). The ideal and ought-to L2 selves of Spanish learners of English [Unpublished doctoral dissertation]. Universidad de Murcia, Spain.
Brady, I.K. (2019). Exploring the L2 Motivational Self System in Spain: Study design and preliminary findings. Journal of English Studies, 17, 43-73. https://doi.org/10.18172/jes.3575
Calafato, R., & Tang, F. (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System, 84, 133-144. https://doi.org/10.1016/j.system.2019.06.006
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. https://doi.org/10.1093/applin/amt011
Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 71-93). Palgrave Macmillan.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of applied linguistics, 31, 182-204. https://doi.org/10.1017/S0267190511000092
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Language use and language learning in CLIL classrooms: Current findings and contentious issues. John Benjamins.
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8, 47-72. https://doi.org/10.14746/ssllt.2018.8.1.3
De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & van Mensel, L. (2019). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1671308
Dörnyei, Z. (2003). Questionnaires in second language research: Constructing, administering, and processing. London: Lawrence Erlbaum Associates.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462. https://doi.org/10.1093/applin/23.4.421
Dörnyei, Z., & Csizér, K. (2012). How to Design and Analyze Surveys in Second Language Acquisition. In A. Mackey & S.M. Gass (Eds.), Research Methods in Second Language Acquisition: A Practical Guide (pp. 74–94). Oxford: Wiley-Blackwell.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation (2nd ed.). Routledge.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Dörnyei, Z., MacIntyre, P.D., & Henry, A. (2014). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P.D. MacIntyre, & A. Henry (Eds.), motivational dynamics in language learning (pp. 1-7). Multilingual Matters.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage publications.
Geoghegan, L. (2018). International posture, motivation and identity in SA. In C. Pérez-Vidal, S. López-Serrano, J. Ament and D. Thomas Wilhelm (Eds.), Learning context effects: study abroad, formal instruction and international immersion classrooms (pp. 215-253). Language Science Press.
Higgins, E.T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94(3), 319. https://doi.org/10.1037/0033-295X.94.3.319
https://doi.org/10.1080/00405841.2018.1484038
Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System, 41(2), 231-244.
Larson-Hall, J. (2012). How to Run Statistical Analyses. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 245-274). Oxford: Wiley-Blackwell.
MacIntyre, P D., MacKinnon, S.P., & Clément, R. (2009). Toward the development of a scale to assess possible selves as a source of language learning motivation. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 193-214). Multilingual Matters.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954. https://doi.org/10.1037/0003-066X.41.9.954
Merino, J., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21(1), 79-92. https://doi.org/10.1080/13670050.2015.1128386
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641-654.
Navarro Pablo, M., & García Jiménez, E. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 29, 71-90.
Oakes, L. (2013). Foreign language learning in a ‘monoglot culture’: Motivational variables amongst students of French and Spanish at an English university. System, 41(1), 178-191.
Oakes, L., & Howard, M. (2019). Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism, 25(1), 166-182. https://doi.org/10.1080/13670050.2019.1642847
Pavón Vázquez, V., & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 14, 45-58.
Pérez, A., Lorenzo, F., & Pavón, V. (2016). European bilingual models beyond linguafranca: key findings from CLIL French programs. Language policy, 15(4), 485-504. http://dx.doi.org/10.1007/s10993-015-9386-7
Pérez-Cañado, M.L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341. https://doi.org/10.1080/13670050.2011.630064
Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). Introduction. In Y. Ruiz de Zarobe & D. Lasagabaster (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. ix-xvii). Cambridge Scholars Publishing.
Ryan, S. (2008). The Ideal L2 Selves of Japanese learners of English [Unpublished doctoral dissertation]. University of Nottingham, UK.
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 120-143). Multilingual Matters.
San Isidro, X. (2018). Innovations and challenges in CLIL implementation in Europe. Theory into Practice, 57(3), 185-195. https://doi.org/10.1080/00405841.2018.1484038
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Multilingual Matters.
Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454. https://doi.org/10.1111/modl.12407
Woodrow, L. (2017). Motivation in language learning. In R. Breeze & C.S. Guinda (Eds.), Essential competencies for English-medium university teaching (pp. 235-248). Springer.
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Publicado
31-01-2024
Cómo citar
Geoghegan, L. (2024). La motivación en el aprendizaje de lenguas extranjeras en AICLE multilingüe. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (41), 137–151. https://doi.org/10.30827/portalin.vi41.26620
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