Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

Fontecha, Almudena Fernández

doi:10.5294/laclil.2014.7.2.2

Cited by 6 publications

(3 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies, however, have not found any significant differences between the female and male participants (Li, 1999), or even found that the male students outperformed their female counterparts in less developed areas (Chen & Tan, 2012). These results are in accordance with the mixed findings regarding the role of gender in vocabulary size in alphabetic languages (Agustín Llach & Terrazas, 2012; Fernández-Fontecha, 2014). The main reason for this can be attributed to the interaction effects between gender and other factors (e.g., gender equality and socio-economic status) on character recognition.…”

Section: Discussionsupporting

confidence: 91%

A Systematic Review of Chinese Character Size Tests From 1930 to 2021

et al. 2023

View full text Add to dashboard Cite

Chinese character size is the number of characters that a person can recognize and has been well documented as a critical measure of Chinese literacy. A variety of Chinese character size tests have been developed since the 1930s. However, systematic reviews have not yet been conducted on Chinese character size tests. The purpose of this article is to provide a comprehensive review of Chinese character size tests conducted between 1930 and 2021 among native Chinese-speaking children and Chinese language learners. There are three main findings. First, most character size tests were constructed using a frequency-based stratified-sampling method to select target characters, a mixed method focusing on both pronunciation and meaning to test target characters, and a holistic method to score the test-takers’ responses. Second, the majority of tests used Classical Testing Theory (CTT) for checking the item quality, reliability, and validity, and only two tests employed both CTT and Item Response Theory. Third, most tests estimated character sizes using CTT, while only three tests constructed character size norms. It is suggested that future studies address cross-group investigation, determine the most robust construction and estimation methods, develop computer-assisted tests, and apply character size tests to classroom settings.

show abstract

Section: Discussionsupporting

confidence: 91%

A Systematic Review of Chinese Character Size Tests From 1930 to 2021

et al. 2023

View full text Add to dashboard Cite

show abstract

“…and Gómez-Lacabex 2017). Together with these initial questions, they were also asked to answer a motivation questionnaire in Spanish, which was based on Gardner's (1985) Attitude/Motivation Test Battery (AMTB) and adapted to this type of learners, in line with previous motivation studies for young apprentices (Kiss and Nikolov 2005;Carreira 2006;Cid et al 2009;Lasagabaster and Sierra 2009;Fernández-Fontecha 2014, 2015.…”

Section: Participantsmentioning

confidence: 99%

The Primary Education Learners’ English Corpus (PELEC): Design and compilation

Suárez

Puerto

Gandón-Chapela

2020

RiCL

View full text Add to dashboard Cite

This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

show abstract

“…In addition to providing a real context for English learning and use, CLIL has been shown to increase students' motivation levels, which in turn facilitate vocabulary acquisition (Fernández Fontecha 2014b). However, the actual extent to which instruction affects motivation highly depends on the subject matter: whereas studies in Physical Education have found no significant differences between CLIL and Non-CLIL students (Heras and Lasagabaster 2015), research in other subjects report a significantly higher level of motivation in CLIL students (Lasagabaster and Sierra 2009;Lasagabaster 2011).…”

Section: Research Question IIImentioning

confidence: 99%