Articles
| Open Access |
https://doi.org/10.37547/ajps/Volume05Issue05-105
Psychological Characteristics of Students in Teaching Foreign Languages Using the CLIL Method
Abstract
Content and Language Integrated Learning (CLIL) is increasingly recognized as a powerful methodology for foreign language acquisition. This article explores psychological traits and characteristics that significantly impact students' outcomes when CLIL is implemented in language education. Key factors including motivation, anxiety, self-efficacy, and cognitive flexibility are examined, providing insights into enhancing language learning through tailored pedagogical strategies.
Keywords
CLIL, integration of language and content, natural sciences
References
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Education.
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