Numerous studies have found a positive connection between learners'<br />motivation towards foreign language and foreign language achievement.<br />The present study examines the role of motivation in receptive<br />vocabulary breadth (size) of two groups of Spanish learners of different<br />ages, but all with 734 hours of instruction in English as a Foreign<br />Language (EFL): a CLIL (Content and Language Integrated Learning) group<br />in primary education and a non-CLIL (or EFL) group in secondary<br />education. Most students in both groups were found to be highly<br />motivated. The primary CLIL group slightly overcame the secondary<br />non-CLIL group with respect to the mean general motivation but this is a<br />non-significant difference. The secondary group surpassed significantly<br />the primary group in receptive vocabulary size. No relationship between<br />the receptive vocabulary knowledge and general motivation is found in<br />the primary CLIL group. On the other hand, a positive significant<br />connection, although a very small one, is identified for the secondary<br />non-CLIL group. We will discuss on the type of test, the age of students<br />and the type of instruction as variables that could be influencing the<br />results.
Fernández-Fontecha, A. (2015). Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure. Complutense Journal of English Studies, 23(0). https://doi.org/10.5209/rev_cjes.2015.v23.51214