Affective variables in a foreign language immersion programme: a quantitative study

Marta del Pozo Beamud

doi:10.18172/cif.4385

Auteurs-es

Marta del Pozo Beamud Universidad de Castilla-La Mancha

DOI :

https://doi.org/10.18172/cif.4385

Mots-clés :

Variables affectives, immersion linguistique, éducation primaire

Résumé

L'immersion linguistique est devenue très importante au cours des dernières décennies, car de nombreux étudiants du monde entier ont bénéficié de cette expérience motivante. Par conséquent, le principal objectif de cette étude est de déterminer si une semaine d'immersion anglaise a une influence positive sur les niveaux de motivation extrinsèque et intrinsèque, l'anxiété en LE et les “selves” en l'EL (Deci et Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz et Cope 1991). Nos participants sont des élèves du primaire (M: 11,5) qui ont participé au programme. Ils ont rempli un questionnaire quantitatif à l'arrivée (test) et avant la fin de la semaine (retest). Afin de comparer les résultats obtenus dans les deux cas, une analyse ANOVA d'un facteur a été utilisée. Les résultats indiquent qu'après l'expérience, la motivation augmente, tandis que l'anxiété diminue et que la présence des “selves” chez les participants s'affaiblit.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

Marta del Pozo Beamud, Universidad de Castilla-La Mancha

Research/teaching assistant at the Department of Modern Languages (School of Education)

Références

BAKER, S. C. and MACINTYRE, P. D. (2000). “The role of gender and immersion in communication and second language orientations”. Language Learning 50(2): 311-341. DOI: https://doi.org/10.1111/0023-8333.00119

BALE ROCA, S. B. (1980). “Applied linguistic, method and objectives in language teaching”. Cuadernos de investigación filológica (6): 53-62. DOI: https://doi.org/10.18172/cif.1439

BARCELOS, A. M. F. (2015). “Unveiling the relationship between language learning beliefs, emotions and identities”. Studies in Second Language Learning and Teaching 5(2): 301-325. DOI: https://doi.org/10.14746/ssllt.2015.5.2.6

CENOZ, J., GENESEE, F. and GORTER, D. (2014). “Critical analysis of CLIL: Taking stock and looking forward”. Applied linguistics 35(3): 243-262. DOI: https://doi.org/10.1093/applin/amt011

CLAVEL, B. and MARTÍ, M. M. (2008). “Second Language Acquisition”. In Working with words: An introduction to English linguistics. (Eds. M. Fuster and A. Sánchez). Universitat de Valéncia: Publicacions Universitat de Valéncia: 331-365.

COULOMBE, D. (2000). “Anxiety and beliefs of French-as-a-second-language learners at the university level”. Unpublished doctoral dissertation, University of Laval, Quebec, Canada.

CSIZÉR, K. and KORMOS, J. (2009). “Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English”. In Motivation, language identity and the L2 self. (Eds. Z. Dörnyei and E. Ushioda). Bristol: Multilingual Matters: 98-119. DOI: https://doi.org/10.21832/9781847691293-006

DECI, E. L. and RYAN, R. M. (2000). “The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior”. Psychological Inquiry 11(4): 227-268. DOI: https://doi.org/10.1207/S15327965PLI1104_01

DEWEALE J. M. (2011). “Reflections on the emotional and psychological aspects of foreign language learning and use”. Anglistik: International Journal of English Studies 22(1): 23-42.

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 Motivation, language identity and the L2 self. (Eds. Z. Dörnyei and E. Ushioda). Bristol: Multilingual Matters: 9-42. DOI: https://doi.org/10.21832/9781847691293-003

DÖRNYEI, Z. and USHIODA, E. (2011). Teaching and researching motivation (2nd edition). Harlow: Pearson.

GARDNER, R. C. (2005). “Integrative Motivation and Second Language Acquisition”. http://publish.uwo.ca/wgardner/caaltalk5final.pdf (Accessed 01/04/2007).

GARDNER, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York, NY: Peter Lang Publishing.

GARRET, P. and YOUNG, R. (2009). “Theorising affect in foreign language learning: An analysis of one learner’s responses to a communicative Portuguese course”. The Modern Language Journal 93(2): 209-226. DOI: https://doi.org/10.1111/j.1540-4781.2009.00857.x

GRANT, S. (2018). “Effects of intensive EFL immersion programmes on willingness to communicate”. The language learning journal 46(1): 1-12.

FOSTER, P., BOLIBAUGH, C. and KOTULA, A. (2014). “Knowledge of nativelike selections in a L2: The influence of exposure, memory, age of onset, and motivation in foreign language and immersion settings”. Studies in Second Language Acquisition 36(1): 101-132. DOI: https://doi.org/10.1017/S0272263113000624

HORWITZ, E. K. (1983). Foreign language classroom anxiety scale. Unpublished manuscript. DOI: https://doi.org/10.1037/t60328-000

HORWITZ, E. K. et al. (1991). “Foreign language classroom anxiety”. In Language anxiety: From theory and research to classroom implications. (Eds. E. K. Horwitz and D. J. Young). Upper Saddle River, NJ: Prentice-Hall: 27-36.

KNELL, E., and CHI, Y. (2012). “The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs”. International Education 41(2): 5.

KRASHEN, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

MEARNS, T. L. (2012). “Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: A teacher research project”. The Language Learning Journal 40(2): 175-192. DOI: https://doi.org/10.1080/09571736.2011.621212

MENECES DE OLIVEIRA E PAIVA, V. L. (2011). “Identity, motivation and autonomy in second language acquisition from the perspective of complex adaptive systems”. In Identity, motivation and autonomy in language learning. (Eds. G. Murray et al.). Bristol: Multilingual Matters: 57-72. DOI: https://doi.org/10.21832/9781847693747-006

Ó MUIRCHEARTAIGH, J. and HICKEY, T. (2008). “Academic outcome, anxiety and attitudes in early and late immersion in Ireland”.International Journal of Bilingual Education and Bilingualism 11(5): 558-576. DOI: https://doi.org/10.1080/13670050802149184

RYAN, S. (2009). “Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English”. In Motivation, language identity and the L2 self. (Eds. Z. Dörnyei and E. Ushioda). Bristol: Multilingual Matters: 120-143. DOI: https://doi.org/10.21832/9781847691293-007

SAITO, Y. and SAMIMY, K. K. (1996). “Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese”. Foreign Language Annals 29(2): 239-249. DOI: https://doi.org/10.1111/j.1944-9720.1996.tb02330.x

TAGUCHI, T., MAGID, M. and PAPI, M. (2009). “The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study”. In Motivation, language identity and the L2 self. (Eds. Z. Dörnyei and E. Ushioda). Bristol: Multilingual Matters: 66-97. DOI: https://doi.org/10.21832/9781847691293-005

TANAKA, Y. and KUTSUKI, A. (2018). “Motivation for learning English in the immersion environment of an international school in Japan”. International Journal of Bilingual Education and Bilingualism 21(6): 729-743. DOI: https://doi.org/10.1080/13670050.2016.1210566

USHIODA, E. (2012). “Motivation: L2 learning as a special case?”. In Psychology for Language Learner. (Eds. S, Mercer, S. Ryan, and M. Williams). Houndmills: Palgrave MacMillan: 58-73. DOI: https://doi.org/10.1057/9781137032829_5

WESELY, P. M. (2009). “The language learning motivation of early adolescent French immersion graduates”. Foreign Language Annals 42(2): 270-286. DOI: https://doi.org/10.1111/j.1944-9720.2009.01021.x