國立虎尾科技大學 |

Learner autonomy in the CLIL classroom

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learner autonomy in the CLIL classroom/ Frank Maschmeier.
作者:	Maschmeier, Frank.
出版者:	Frankfurt a.M. :Peter Lang GmbH, Internationaler Verlag der Wissenschaften, : 2019.,
面頁冊數:	300 p. :ill., map, digital ; : 24 cm.;
標題:	Self-managed learning. -
電子資源:	https://www.peterlang.com/document/1057053
ISBN:	9783631780145

Learner autonomy in the CLIL classroom
Maschmeier, Frank.

Learner autonomy in the CLIL classroom[electronic resource] /Frank Maschmeier. - Frankfurt a.M. :Peter Lang GmbH, Internationaler Verlag der Wissenschaften,2019. - 300 p. :ill., map, digital ;24 cm. - Mehrsprachigkeit in Schule und Unterricht ;Bd.18. - Mehrsprachigkeit in Schule und Unterricht ;Bd.18..

Includes bibliographical references.

CLIL: between subject and language learning Learner autonomy in language and subject learning Integrating autonomy into CLIL: opportunity or problem area? Integrating autonomy into CLIL: the relevance of student motivation Design of the empirical study Results Discussion of study results Implications for CLIL practice and outlook

In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.

ISBN: 9783631780145Subjects--Topical Terms:

1069701
Self-managed learning.

LC Class. No.: P53.293 / .M37 2019

Dewey Class. No.: 418.0071

Learner autonomy in the CLIL classroom
LDR:02170nam a2200277 a 4500 001 1041095
003 PeterLang
005 20191115180304.0
006 m d
007 cr nn 008maaau
008 211215s2019 gw a o 0 eng d
020 $a 9783631780145 $q (electronic bk.)
020 $a 9783631780138 $q (paper)
035 $a 9783631780145
040 $a GP $c GP
041 0 $a eng
050 4 $a P53.293 $b .M37 2019
082 0 4 $a 418.0071 $2 23
090 $a P53.293 $b .M395 2019
100 1 $a Maschmeier, Frank. $3 1340242
245 1 0 $a Learner autonomy in the CLIL classroom $h [electronic resource] / $c Frank Maschmeier.
260 $a Frankfurt a.M. : $b Peter Lang GmbH, Internationaler Verlag der Wissenschaften, $c 2019.
300 $a 300 p. : $b ill., map, digital ; $c 24 cm.
490 1 $a Mehrsprachigkeit in Schule und Unterricht ; $v Bd.18
504 $a Includes bibliographical references.
505 0 $a CLIL: between subject and language learning Learner autonomy in language and subject learning Integrating autonomy into CLIL: opportunity or problem area? Integrating autonomy into CLIL: the relevance of student motivation Design of the empirical study Results Discussion of study results Implications for CLIL practice and outlook
520 $a In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.
650 0 $a Self-managed learning. $3 1069701
650 0 $a Interdisciplinary approach in education. $3 572491
650 0 $a Applied linguistics $x Study and teaching. $3 1156115
650 0 $a Language and languages $x Study and teaching (Higher). $3 1340244
650 0 $a Language arts (Higher) $x Correlation with content subjects. $3 1240082
830 0 $a Mehrsprachigkeit in Schule und Unterricht ; $v Bd.18. $3 1340243
856 4 0 $u https://www.peterlang.com/document/1057053