Keywords
enjoyment
CLIL
English
Dutch
How to Cite
Number of views: 2442
Number of downloads: 1805
Abstract
This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Funding
Concerted Research Action grant (ARC 14/19-061) awarded to Philippe Hiligsmann (spokesman
UCL)
Benoît Galand (UCL)
Laurence Mettewie (UNamur)
Fanny Meunier (UCL)
Arnaud Szmalec (UCL) and Kristel Van Goethem (UCL)
Amélie Bulon
Isa Hendrikx
References
Admiraal, W., Westhoff, G., & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English 1. Educational Research and Evaluation, 12(1), 75-93. doi: 10.1080/1380361 0500392160
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(2), 155-168. doi: 10.1111/j.1540-4781.1994.tb02026.x
Chambers, G. N. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.
Davies, J., & Brember, I. (2001). The closing gap in attitudes between boys and girls: A five year longitudinal study. Educational Psychology, 21(1), 103-115. doi: 10.1080/01443410124899
Dewaele, J.-M. (2005a). Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities. Modern Language Journal, 89(3), 367-380. doi: 10.1111/j.1540-4781.2005.00311.x
Dewaele, J.-M. (2005b). Sociodemographic, psychological and politicocultural correlates in Flemish students’ attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26(2), 118-137. doi: 10.1080/ 01434630508668400
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39(3), 13-15.
Dewaele, J.-M., & Al-Saraj, T. M. (2015). Foreign language classroom anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables. Studies in Second Language Learning and Teaching, 5, 205-228. doi: 10.14746/ssllt.2015.5.2.2
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 2, 237-274. doi: 10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Clevedon, UK: Multilingual Matters.
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 1-22. doi: 10.1177/1362168817692161
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal, 42(2), 209-224. doi: 10.1080/09571736.2014.889508
Dörnyei, Z. (2003). Attitudes, orientations and motivation in language learning: Advances in theory, research and applications. Language Learning, 53, 3-32. doi: 10.1111/1467-9922.53222
European Commission. (1995). White paper on education and training – teaching and learning – towards the learning society. Brussels.
Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Bruxelles: Eurydice European Unit.
Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8(2), 133-156. doi: 10.1177/02 72431688082003
Fernández Fontecha, A. F., & Terrazas Gallego, M. (2012). The role of motivation and age in vocabulary knowledge. Vigo International Journal of Applied Linguistics, 9, 39-62.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272. https://doi.org/10.1037/h0083787
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1993a). A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 26(1), 1-11. doi: 10.1017/S0261444800000045
Gardner, R. C., & MacIntyre, P. D. (1993b). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194. doi: 10.1111/j.1467-1770.1992.tb00714.x
Ginsburgh, V., & Weber, S. (2007). La connaissance des langues en Belgique. Reflets et Perspectives de La Vie Économique, 1, 31-43. doi: 10.3917/rpve.461.0031
Gregersen, T., MacIntyre, P. D., Finegan, K. H., Talbot, K., & Claman, S. (2014). Examining emotional intelligence within the context of positive psychology interventions. Studies in Second Language Learning and Teaching, 4, 327-353. doi: 10.14746/ssllt.2014.4.2.8
Gregersen, T., MacIntyre, P. D., & Mercer, S. (2016). Introduction. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 1-9). Clevedon, UK: Multilingual Matters.
Hiligsmann, P., Van Mensel, L., Galand, B., Mettewie, L., Meunier, F., Szmalec, A., . . . Simonis, M. (2017). Assessing Content and Language Integrated Learning (CLIL) in French-speaking Belgium: Linguistic, cognitive and educational perspectives. Les Cahiers de Recherche Du Girsef, 109, 1-24.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70(2), 125-132. doi: 10.23 07/327317
Housen, A., Janssens, S., & Pierrard, M. (2002). Le français face à l’anglais dans les écoles secondaires en Flandre. Louvain-la-Neuve: Duculot.
Hunt, M. (2011). Learners’ perceptions of their experiences of learning subject content through a foreign language. Educational Review, 63(3), 365-378. doi: 10.1080/00131911.2011.571765
Janssens, R. (2008). Taalgebruik in Brussel en de plaats van het Nederlands. Enkele recente bevindingen. Brussels Studies, 13, 1-15. doi: 10.4000/brussels.515
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. Open Applied Linguistics Journal, 1, 31-42. doi: 10.2174/18 74913500801010030
Lasagabaster, D. (2009). The implementation of CLIL and attitudes towards trilingualism. ITL – International Journal of Applied Linguistics, 157, 23-43. doi: 10.2143/ITL.157.0.2042586
Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38, 688-712. doi: 10.1093/applin/amv059
Littlejohn, A. (2008). The tip of the iceberg: Factors affecting learner motivation. Regional Language Centre Journal, 39(2), 214-225. doi: 10.1177/0033688 208092185
Lochtman, K., Lutjeharms, M., & Kermarrec, G. (2005). Langues étrangères à Bruxelles: Recherche sur les attitudes d’étudiants Bruxellois des écoles d’ingénieur commercial ULB et VUB. In E. Witte, L. Van Mensel, M. Pierrard, L. Mettewie, A. Housen, & R. De Groof (Eds.), Language, attitudes and education in multilingual cities (pp. 211-233). Brussels: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunst.
Lorenzo, F., Casal, S., & Moore, P. (2010). The effects of content and language integrated learning in European education: Key findings from The Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31(3), 418-442. doi: 10.1093/applin/amp041
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 3-20). Cham: Springer.
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2, 193-213. doi: 10.14746/ ssllt.2012.2.2.4
MacIntyre, P. D., & Gregersen, T. (2016). Positive psychology in SLA. Clevedon, UK: Multilingual Matters.
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4, 153-172. doi: 10.147 46/ssllt.2014.4.2.2
Maillat, D. (2010). The pragmatics of L2 in CLIL. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 39-58). Amsterdam: John Benjamins. doi: 10.1075/aals.7.03mai
Mettewie, L. (2004). Attitudes en motivatie van taalleerders in België. Vrije Universiteit Brussel, Brussel.
Mettewie, L. (2015). Apprendre la langue de “l’Autre” en Belgique: La dimension affective comme frein à l’apprentissage. Le Langage et l’Homme, 1(2), 23-42.
Mettewie, L., & Lorette, P. (2014). Tweetalig onderwijs als Belgische “philtre d’amour.” Attitudes van Franstalige CLIL-leerders van het Nederlands. In L. Degand, P. Hiligsmann, L. Rasier, M. Sergier, S. Vanasten, & K. Van Goethem (Eds.), In het teken van identiteit: Taal en cultuur van de Nederlanden (pp. 195-201). Louvain-la-Neuve: Presses universitaires de Louvain.
Mettewie, L., & Van Mensel, L. (2009). Multilingualism at all costs: Language use and language needs in business in Brussels. Sociolinguistica, 23, 131-149. doi: 10.1515/9783484605879.131
Meunier, F. (2015). Developmental patterns in learner corpora. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Cambridge handbook of learner corpus research (pp. 379-400). Cambridge, UK: Cambridge University Press.
Möller, V. (2016, October). A question of cause and effect: How educational settings at the primary and secondary level interact with intelligence, motivation and anxiety. Paper presented at the Focus on the Learner Conference: Contributions of individual differences to second language learning and teaching, Konin, Poland.
Muñoz, C. (2002). Relevance and potential of CLIL. In D. Marsh (Ed.), CLIL/EMILE - The European dimension: Actions, trends and foresight potential (pp. 35-36). Jyväskylä: University of Jyväskylä, Continuing Education Centre.
Oxford, R. L. (2015). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. Studies in Second Language Learning and Teaching, 5, 371-393. doi: 10.14746/ssllt.2015.5.3.2
Pérez-Paredes, P. F., & Martinez-Sanchez, F. (2000). A Spanish version of the foreign language classroom anxiety scale: Revisiting Aida’s factor analysis. Revista Espanola de Linguistica Aplicada, 14, 337-352.
Raven, J. C., Court, J. H., & Raven, J. (1998). Progressive colored matrices. Oxford: Oxford Psychologists Press.
Ross, A. S., & Stracke, E. (2016). Learner perceptions and experiences of pride in second language education. Australian Review of Applied Linguistics, 39(3), 272-291. doi: 10.1075/aral.39.3.04ros
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi: 10.1037/0003-066X.55.1.5
Thompson, A. S., & Sylvén, L. K. (2015). “Does English make you nervous?” Anxiety profiles of CLIL and non-CLIL students in Sweden. Apples – Journal of Applied Language Studies, 9(2), 1-23. doi: 10.17011/apples/urn.201512093950
Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). Chapter 3: The development of children’s motivation in school contexts. Review of Research in Education, 23(1), 73-118. doi: 10.3102/0091732X023001073
Williams, M., Burden, R., & Lanvers, U. (2002). “French is the language of love and stuff”: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 503-528. doi: 10.1080/0141192022000005805
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.