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Article: Interactions between medium of instruction and language learning motivation

TitleInteractions between medium of instruction and language learning motivation
Authors
Keywordsbilingualism
content and language integrated learning (CLIL)
Instrumental motivation
integrative motivation
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp
Citation
International Journal of Bilingual Education and Bilingualism, 2018, Epub How to Cite?
AbstractModels of education delivering content teaching through learners’ second language have rapidly increased in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interactions between English language learning motivation (ELLM) and micro (MoI classrooms) and macro (schools) contexts in Hong Kong. ELLM measures were administered to Hong Kong secondary school learners of English (N = 3854), aged 11–14, studying in English, Chinese and Mixed mode of instruction schools. ANOVA results indicate higher levels of ELLM among EMI students on most measures and effects of MoI on three LLM constructs. The results support the relevance of a required orientation in explaining participants’ ELLM and challenge the applicability of the ideal L2 self, which may be attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as discussions around culturally relevant theorizations of LLM. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Persistent Identifierhttp://hdl.handle.net/10722/274063
ISSN
2019 Impact Factor: 2.168
2015 SCImago Journal Rankings: 1.144

 

DC FieldValueLanguage
dc.contributor.authorHennebry, M-
dc.contributor.authorGao, X-
dc.date.accessioned2019-08-18T14:54:20Z-
dc.date.available2019-08-18T14:54:20Z-
dc.date.issued2018-
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2018, Epub-
dc.identifier.issn1367-0050-
dc.identifier.urihttp://hdl.handle.net/10722/274063-
dc.description.abstractModels of education delivering content teaching through learners’ second language have rapidly increased in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interactions between English language learning motivation (ELLM) and micro (MoI classrooms) and macro (schools) contexts in Hong Kong. ELLM measures were administered to Hong Kong secondary school learners of English (N = 3854), aged 11–14, studying in English, Chinese and Mixed mode of instruction schools. ANOVA results indicate higher levels of ELLM among EMI students on most measures and effects of MoI on three LLM constructs. The results support the relevance of a required orientation in explaining participants’ ELLM and challenge the applicability of the ideal L2 self, which may be attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as discussions around culturally relevant theorizations of LLM. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp-
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualism-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectbilingualism-
dc.subjectcontent and language integrated learning (CLIL)-
dc.subjectInstrumental motivation-
dc.subjectintegrative motivation-
dc.titleInteractions between medium of instruction and language learning motivation-
dc.typeArticle-
dc.identifier.emailHennebry, M: mhennebr@hku.hk-
dc.identifier.authorityHennebry, M=rp01939-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13670050.2018.1530190-
dc.identifier.scopuseid_2-s2.0-85054912851-
dc.identifier.scopuseid_2-s2.0-85054912851-
dc.identifier.hkuros301436-
dc.identifier.volume0-
dc.identifier.spage1-
dc.identifier.epage14-
dc.publisher.placeUnited Kingdom-

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