Motivation to learn German: a comparison between teaching methods : Does the CLIL method have an impact on primary class pupils' motivation of L2 compared to traditional L2-learning? To what extent?
HEP|PH FR
- Freimann, Hue-Lan
- Polikowski, Tess
- Buchs Moeckli, Stéphanie (Degree supervisor)
- 2023
Bachelor: Haute Ecole pédagogique Fribourg, 2023
English
Forced to acknowledge that many French-speaking students don’t like learning German, we wanted to dig deeper into that lack of motivation. The CLIL method, elaborated in the 1990’s by researchers to answer the demand of promoting bilingualism in Europe after globalization brought with it growing language diversity, seemed to offer a solution. Indeed, it focuses not only on language but also on another non-linguistic discipline. The possibility to learn with authentic material and in a setting close to what university students experience is supposed to increase the attractiveness of the language. Therefore, we compare in this study the motivation of in average 11 years old pupils to learn German with a traditional method and with the CLIL method, using a mixed-methods design. The results suggest that children might feel slightly more motivated in a CLIL-setting but also need time to adapt to the new concept.
- Faculty
- HEP|PH FR
- Language
-
- English
- Classification
- Education, teaching
- License
- CC BY
- Open access status
- gold
- Persistent URL
- https://folia.unifr.ch/unifr/documents/326240
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