Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education

By T. Merisuo-Storm. 2007

171 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/11c7b6f21162a2232d13b292ec54f35fc5567b44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. A. Heras
2. D. Lasagabaster
3. A. Doiz
4. J. Sierra
5. V. Vázquez
6. Marion Ellison
7. Leong Lai Mei
8. Ahmadi Masoumeh

Citations in the corpus

• The impact of CLIL on affective factors and vocabulary learning (2015, background): “Finally, data from the vocabulary tests also showed that there were not gender related differences, which could be put down to the blurring effects of CLIL, results which tally with those of Merisuo-Storm (2007), Yassin et al. (2009), and San Isidro (2010).”
• The Effect of a 'Learning Theories' Unit on Students' Attitudes Toward Learning (2009, background): “…and to engage themselves emotionally, thereby meting the requirements of the courses in terms of behaviours, emotions and psychomotor skills (Tsai & Kuo, 2008; Marzano & Pickering, 2007; Scheiter & Gerjets, 2007; Yang & Lau, 2003; Merisuo-Storm, 2007; Spartt, 1999; and Yudko, Hirakawa & Chi, 2007).”
• Foreign Language Competence in Content and Language Integrated Courses (2008, result): “As far as gender is concerned, studies undertaken in many different parts of the world show a trend in which female students are usually better foreign language learners than male students [70-72], although a previous study [73] came to the conclusion that CLIL helped to eradicate these differences.”
• EXAMINING TEACHER ROLES AND COMPETENCES IN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) (2013, background): “In terms of linguistic gains, CLIL has proved to be an effective way to increase the linguistic level of students participating in these kinds of programmes (Admiraal, Westhoff & de Bot, 2006; Merisuo-Storm, 2007; Dalton-Puffer, 2007b; Marsh, 2007; Lasagabaster, 2008; Lorenzo, Casal and Moore, 2009;”
• CLIL and motivation: the effect of individual and contextual variables (2014, background): “Recent research, however, has shown that the CLIL approach may help bridge the gap between males’ and females’ academic performance and attitudes towards English as an FL (Heras 2012; Merisuo-Storm 2007; San Isidro 2010; Yassin et al. 2009).”
• An Analysis of Factors Influencing Learners’ English Speaking Skill (2017, background): “According to Merisuo-Storm (2007), an integrative and friendly view towards the people whose language is being learned makes sensitize learners to the audio-lingual aspects of language and making them more sensitive to pronunciation and accent of language.”