The impact of CLIL on affective factors and vocabulary learning

By A. Heras, D. Lasagabaster. 2015

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a0a40b49145deb4ebb75d73701ffc9c32b20df31

How researchers see this paper

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

In Developmental and Educational Psychology

1. D. Lasagabaster
2. K. Rajagopalan
3. M. Lamb
4. Do Coyle
5. A. Heras

In Language and Linguistics

1. D. Lasagabaster
2. Do Coyle
3. M. Lamb
4. K. Rajagopalan
5. A. Heras
6. A. Doiz

In Literature and Literary Theory

1. D. Lasagabaster
2. Do Coyle
3. M. Lamb
4. K. Rajagopalan
5. A. Heras
6. A. Doiz

Citations in the corpus

• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “In Spain, for example, all the surveys carried out in Catalonia, Galicia or the Basque Country (all of them officially bilingual autonomous regions) always include this variable and highlight its impact on the respondents’ attitudes towards the different coexisting languages.”