|
Showing 1 - 1 of
1 matches in All Departments
The author uses a theoretical account rooted in TEFL, language
acquisition and educational psychology to provide the basis for the
development of a comprehensive model of language learning in CLIL.
It incorporates prior knowledge, EFL self-concept, interest in EFL
classes, verbal cognitive abilities and contact to English. This
model is used to estimate the effects of CLIL in the context of
high-intensity programmes at German Gymnasien. The statistical
evaluation of the quasi-experimental data from 1,000 learners
proves the existence of large initial differences due to selection,
preparation and class composition effects. After two years, one
finds no significant effects of CLIL apart from a minor increase in
self-concept, suggesting that the actual effects of CLIL have often
been overestimated.
|
You may like...
Finding Dory
Ellen DeGeneres, Albert Brooks, …
Blu-ray disc
(1)
R40
Discovery Miles 400
Hampstead
Diane Keaton, Brendan Gleeson, …
DVD
R66
Discovery Miles 660
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.