Motivation and gender effect in receptive vocabulary learning:  An exploratory analysis in CLIL primary education

Almudena Fernández-Fontecha

doi:10.5294/4171

Authors

Almudena Fernández-Fontecha Author University of La Rioja

DOI:

https://doi.org/10.5294/4171

Keywords:

, motivación, tamaño de vocabulario receptivo, género, aprendizaje integrado de contenidos y lengua extranjera (AICLE), inglés como lengua extranjera (ILE).

Abstract

The present paper seeks to address the connection between the receptive vocabulary size and motivation towards EFL of a group of CLIL primary graders by paying special attention to learners’ gender variation. In particular, our goal is to probe into (1) gender variation in EFL receptive vocabulary size, (2) gender variation in motivation towards the foreign language, and (3) the relationship between motivation towards the foreign language and scores in a receptive vocabulary test. No statistically significant differences are found on gender variation neither in EFL receptive vocabulary size nor in motivation, both boys and girls follow quite similar patterns; finally, we have identified a positive correlation between boys’ levels of intrinsic motivation and the number of words they know receptively. The waning effect of CLIL on gender variation, as shown in previous research, is adduced here as one of the possible sources of lack of differences both in vocabulary achievement and motivation.

Downloads

Download data is not yet available.

Author Biography

Almudena Fernández-Fontecha, University of La Rioja

Almudena Fernández-Fontecha is a lecturer at the University of La Rioja (Spain). She is a member of the Applied Linguistics Group at the UR (GLAUR). Her main research interests include L2 vocabulary learning, Content and Language Integrated Learning (CLIL), Information and Communication Technologies (ICTs), Task-Based Language Teaching (TBLT), and individual factors such as creativity and motivation.

References

Adolphs, S. and Schmitt, N. (2004). Vocabulary coverage according to spoken discourse context. In P. Bogaard, P. and Laufer, B. (Eds.), Vocabulary in a Second Language, (pp. 39-52). Amsterdam: John Benjamins.

Agustín Llach, Mª. P. and Terrazas Gallego, M. (2012). Vocabulary knowledge development and gender differences in a second language. ELIA 12, 45-75. Retrieved from http://institucional.us.es/revistas/elia/12/art_3.pdf

Anglada, L. and Banegas, D. (2012). Views on Motivation and Autonomy in ELT: Selected Papers from the XXXVII FAAPI Conference. San Martín de los Andes: APIZALS.

Azarnoosh, M., and Birjandi P. (2012). Junior High School Students’ L2 Motivational Self System: Any Gender Differences? World Applied Sciences Journal 20/4, 577-584.

Baker, S. C. and MacIntyre, P. D. (2000). The effects of gender and immersion on communication and second language orientations. Language Learning, 50, 311-347.

Bernaus, M. and Gardner, R. C. (2008). Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement, The Modern Language Journal 92/3, 387–401.

Bruton, A. (2011). Is CLIL so beneficial or just selective? Re-evaluating some of the research. System 39, 523-532.

Canga Alonso, A. (2013). The receptive vocabulary of Spanish students in CLIL and non-CLIL instruction. Op. cit: Series II, 2. Retrieved from http://goo.gl/r0rji1

Cenoz, J., Genesee, F., and Gorter, D. (2013). Critical analysis of CLIL: taking stock and looking forward. Applied Linguistics 13, 1-21.

Coyle, D., Hood, P. and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.

Csizér, K. and Dörnyei, Z. (2005). The Internal Structure of Language Learning Motivation and its relationship with Language Choice and Learning Effort. Modern Language Journal 89, 19–36.

Dabbagh S. and Khajehpour, M. (2011). Attitudes and motivation in learning English as second language in high school students. Procedia - Social and Behavioral Science 15, 1209-1213.

Dalton-Puffer C., Nikula, T. and Smit, U. (Eds.) (2010). Language Use and Language Learning in CLIL Classrooms. Amsterdam: Benjamins.

Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From practice to principles? Annual Review of Applied Linguistics 31, 182-204.

Dalton-Puffer, C. and Smit, U. (Eds.) (2007). Empirical Perspectives on CLIL Classroom Discourse. Frankfurt: Peter Lang.

Deci, E. L. and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Publishing Co.

Doiz, A., Lasagabaster, D. and Sierra, J. M. (in press). CLIL and motivation: the effect of individual and contextual variables. Language Learning Journal.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ.: Lawrence Erlbaum.

Dörnyei, Z. (2009). The L2 motivational self system. In Dörnyei Z. and Ushioda E. (Eds.), Motivation, Language Identity and the L2 Self, (pp. 92-142). Bristol: Multilingual Matters,

Dörnyei, Z. and Clement, R. (2001). Motivational characteristics of learning different target languages: results of a nationwide survey. In Z. Dörnyei and R Schmidt (Eds.), Motivation and Second Language Acquisition, (pp. 399-432). University of Hawai’I, Second Language Teaching and Curriculum Center, Honololu, HI.

Dörnyei, Z. and Csizér, K. (2002). Some dynamics of language attitudes and motivation: results of a longitudinal nationwide survey. Applied Linguistics 23, 421-462.

Dörnyei, Z. and Ushioda, E. (Eds.) (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.

Dörnyei, Z., Csizér, K. and Németh, N. (2006). Motivation, Language Attitudes and Globalisation: a Hungarian Perspective. Multilingual Matters Clevedon.

Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners, RELC Journal 31, 105-119.

Fernández Fontecha, A. (2010). Gender and motivation in EFL vocabulary production. In Jiménez Catalán, R. M. (Ed.), Gender Perspectives on Vocabulary in Foreign and Second Languages, (pp, 93–116). London: Palgrave Macmillan.

Fortanet-Gómez, I. (2013). CLIL in Higher Education. Towards a Multilingual Language Policy. Bristol: Multilingual Matters.

Gabryś-Barker, D. and Bielska, J. (2013). The Affective Dimension in Second Language Acquisition. Bristol: Multilingual Matters.

Gardner, R. C. and Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury.

Golberg, H., Paradis, J. and Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics 29, 41-65.

Henry, A. (2012). Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study. System 37/2, 177-193.

Henry, A. and Apelgren, B. A. (2008). Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum. System 36/4, 607–623.

Heras, A. and Lasagabaster, D. (in press). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research.

Huang, K. (2011). Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. System 39/2, 186-201.

Huang, S., Eslami, Z. R. and Wilson, V. (2012). The Effects of Task-involvement Load on L2 incidental Vocabulary Learning: A Meta-Analytic Study. Modern Language Journal 96/4, 544-557.

Jiménez Catalán, R. M. and Ruiz de Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL. In Jiménez Catalán R. M., and Ruiz de Zarobe, Y. (Eds.), Content and language integrated learning. Evidence from research in Europe, (pp. 81-92). Bristol: Multilingual Matters.

Jiménez Catalán, R. M., (Ed.) (2010). Gender Perspectives on Vocabulary in Foreign and Second Language. Basingstoke: Palgrave Macmillan.

Jiménez Catalán, R. M., Ruiz de Zarobe, Y., and Cenoz, J. (2006). Vocabulary profiles in English as a subject and as a vehicular language. VIEWZ 15/3, 23-27.

Juriševič, M. and Pižorn, K. (2013). Young Foreign Language Learners’ Motivation – A Slovenian Experience. Porta Linguarum 19, 179-198.

Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning 58/2, 285-325.

Lasagabaster, D. (2003). Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera. Lleida: Milenio Educación.

Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings, Innovation in Language Learning and Teaching 5, 3-18.

Lasagabaster, D. and Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal 1/2. Retrieved from http://www.icrj.eu/12/article1.html

Laufer, B. and Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics 22, 1-26.

Laufer, B. and Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning 48, 365-391.

Llinares, A., Whittaker, R., and Morton, T. (2012). The Roles of Language in CLIL. Cambridge: CUP.

López-Mezquita, M. T. (2005). La Evaluación de la Competencia Léxica: Tests de Vocabulario. Su Fiabilidad y Validez. Universidad de Granada: Doctoral dissertation.

Masgoret, A-M. and Gardner R. C. (2003). Attitudes, motivation, and second language learning: meta-analyses of studies by Gardner and associates. In Dörnyei Z. (Ed.), Attitudes, Orientations and Motivations in Language Learning, (pp. 167–210). Oxford: Blackwell.

Mearns, T. L. (2012). Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project. Language Learning Journal 40/2, 175-192.

Mehisto, P., Marsh, D. and Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan.

Merisuo-Storm, T. (2007) Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education 23, 226–235.

Milton, J. and Meara, P. (1998). Are the British really bad at learning foreign languages? Language Learning Journal 18, 68-76.

Mori, S. and Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System: An International Journal of Educational Technology and Applied Linguistics 34/2, 194-210.

Murtagh, L. (2007). Out-of-school use of Irish, motivation to learn the language and proficiency in immersion and subject-only post-primary programmes. International Journal of Bilingualism and Bilingual Education 10/4, 428-453.

Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review / La revue canadienne des langues vivantes 63, 59-81.

Noels, K. A., Pelletier, L. G., Clément, R. and Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and Self-Determination Theory. Language Learning 50, 57–85.

Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning 52/3, 513-36.

Ruiz de Zarobe, Y. and Jiménez Catalán, R. M. (Eds.) (2010). Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.

Schmidt, R. and Watanabe, Y. (2001). Motivation, strategy use, and pedagogical preferences in foreign language learning. In Dörnyei Z. and Schmidt, R. (Eds.), Motivation and Second Language Acquisition (Technical Report #23) (pp. 313–359). Honolulu: University of Hawai‘i, Second Language Teaching and Curriculum Center.

Schmitt, N. (2000). Vocabulary acquisition. In N. Schmitt (ed.), Vocabulary in Language Teaching, (pp. 116-141). Cambridge: Cambridge Language Education.

Seikkula-Leino, J. (2007). CLIL learning: achievement levels and affective factors. Language and Education 21/4, 328-341.

Sung, H. and Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal 82, 205-216.

Takala, S. (1985). Estimating students’ vocabulary sizes in foreign language teaching. Practice and problems in language testing. In. Kohonen, V., van Essen, H., and Klein-Braley, C. (Eds.), Practice and Problems in Language Testing (pp. 157-65). Tampere: Finnish Association for Applied Linguistics.

Terrazas Gallego, M. and Agustín Llach, Mª. P. (2009). Exploring the increase of receptive vocabulary knowledge in the foreign language: A longitudinal study. International Journal of English Studies 9/1, 113-133.

Retrieved from http://revistas.um.es/ijes/article/viewFile/90681/87481

Tseng, W-T. and Schmitt, N. (2008). Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach. Language Learning 58/2, 357-400.

Xanthou, M. (2010). Current trends in L2 vocabulary learning and instruction. Is CLIL the right approach?. Advances in Research on Language Acquisition and Teaching: Selected Papers, (pp. 459-471). Thessaloniki, Greece: Greek Applied Linguistics Association (GALA).

Yu, B., and Watkins, D. A. (2008). Motivational and cultural correlates of second language acquisition: an investigation of international students in the universities of the people’s Republic of China. Australian Review of Applied Linguistics 31/2, 17.1-17.22.

Zheng, Y. (2012). Exploring long-term productive vocabulary development in an EFL context: The role of motivation. System 40, 104-119.