The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation

  1. Lasagabaster Herrarte, David
  2. López Beloqui, Raquel
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2015

Número: 23

Páginas: 41-57

Tipo: Artículo

DOI: 10.30827/DIGIBUG.53737 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

En este estudio se examina el efecto del tipo de enfoque y de la metodología en diferentes tipos de motivación: intrínseca, extrínseca, motivación instrumental e integradora, al tiempo que también se presta atención al interés en otras culturas y al ambiente de aprendizaje. Los dos tipos de enfoque bajo estudio son AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y no-AICLE o enseñanza tradicional del inglés como asignatura de lengua, y los dos tipos de metodología se basan o bien en el libro de texto o bien en el trabajo por proyectos. Mientras estudios anteriores han analizado el efecto del TP y/o AICLE en educación secundaria (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), la principal novedad del presente estudio radica en que se centra en estudiantes de educación primaria. El instrumento utilizado fue un cuestionario cumplimentado por tres grupos de participantes: un grupo no-AICLE que aprendía inglés como asignatura basándose en el libro de texto, un grupo AICLE que seguía una metodología centrada en el libro de texto, y un grupo AICLE que trabajaba por proyectos. Los resultados confirman que AICLE afecta positivamente distintos aspectos motivacionales incluso a edades tempranas, mientras que el efecto del TP no resultó tan beneficioso como se esperaba. Palabras clave: Motivación, AICLE, trabajo por proyectos, educación primaria.

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