Izvorni znanstveni članak
https://doi.org/10.22210/strjez/52-2/2
A Comparison of the achievement of young learners of English as a foreign language in Austria and Croatia
Mirna Erk
orcid.org/0000-0003-2256-167X
; Fakultet za odgojne i obrazovne znanosti, Sveučilište J. J. Strossmayera u Osijeku
Selina Geli
; OŠ Ivana Filipovića, Osijek
Vlasta Živković
; OŠ Mladost, Osijek
Sažetak
Content and Language Integrated Learning (CLIL) is often recommended as an instructional approach for young learners, yet learning a foreign language as a school subject remains a common approach in many European countries. The aim of this paper is to present a small-scale study carried out with a group of pupils in Austria (N = 24) and another in Croatia (N = 17) in an effort to determine if the application of English CLIL in Austria leads to better learning outcomes than traditional ELT in Croatia. To measure the groups’ respective receptive and productive English language skills, participants completed two listening comprehension tasks, two reading comprehension tasks, one translation task, and a questionnaire about motivation for EFL learning. Non-parametric statistical analyses showed that the groups did not differ in their comprehension of English. However, the Croatian participants did demonstrate significantly better outcomes in language production. The participants’ motivation for English learning was equally high. The findings of this study contribute to discussions about the effect of linguistic and affective variables of different early English language programmes in the European context.
Ključne riječi
content and language integrated learning; early English language learning; English as a foreign language; language achievements; motivation
Hrčak ID:
313063
URI
Datum izdavanja:
28.12.2023.
Posjeta: 165 *