The impact of students' attitudes on CLIL

Katarzyna Lidia Papaja


Attitude can be defined as a set of beliefs developed in a due course of time in a given sociocultural setting. It has been proved that positive attitude facilitates learning (Dörneyi, 1990;  Dörneyi, 2001; Gardner & Lambert, 1972; Heckhausen, 1991). If the learner is reluctant to learn or he/she does not have a positive attitude, he/she does not produce any result.

CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language.

Bearing in mind the importance of attitude in learning and teaching a second language as well as in any kind of subject, I decided to conduct a research among the CLIL learners. I have selected a group of students from the Department of Psychology who study various subjects in English. The students were asked to fill in a questionnaire concerning attitude towards CLIL. The questionnaire had been especially designed for the purpose of this study. The intention of this address is to discuss the role of attitude towards learning subjects through a second language which will be based on students’ opinions. I strongly believe that attitude is one of the central elements along with motivation and language aptitude in determining success in learning subjects through another language. In order to guide this discussion, attention will be directed toward the sociolinguistic factors responsible for attitude towards CLIL.

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