Developing a motivating CLIL based approach to teaching literature to promote communicative competence, content competence and a global mindset

开发一种基于 CLIL 的激励性文学教学方法，以提高沟通能力、内容能力和全球思维

• 批准号: 22K00783
• 负责人: PATTISON Steven
• 金额: $ 2.58万
• 依托单位: Ritsumeikan Asia Pacific University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00783/
• 关键词: CLIL; 4Cs; Engagement; Text Selection; Literature and Language; CEFR; Can-do Statements; Literature; Communicative; Motivation

We have completed our initial work on investigating the factors involved in engagement in such a course, and students’ motivation for choosing to take a literature course taught in English. We have also developed a method for creating a blueprint for a literature course that involves the use of modified Can-do statements within the 4Cs structure often utilized in CLIL (Content and Language Integrated Learning). The 4Cs (Content, Culture, Cognition, and Communication) model closely corresponds to the framework we developed in preparation of our application. To investigate engagement, we developed a survey and questions for semi-structured interviews for use at Fuji Women’s University in Sapporo. The interviews were recorded and have been transcribed and translated. At PanSIG (Nagano) the Co-I presented a model for conducting a CLIL course with a literature focus, including some practical ideas for activities. The PI presented on engagement in relation to the selection of texts, which involved an extensive review of the literature on using literary texts in the language classroom and resulted in the production of a comprehensive rubric for use in the future selection of texts. We also presented our research on in-class activities and assignments designed to maximize student engagement through an approach aligned with the 4Cs at the JALT International Conference held in Fukuoka in November 2022. We carried out an extensive survey of extant Can-do statements which provided us with a framework for explicating the use of literature in a course structured in line with the 4Cs.

我们已经完成了调查参与此类课程的因素的最初工作，以及学生选择参加英语文学课程的动机。我们还开发了一种为文献课程创建蓝图的方法，该方法涉及使用经常在CLIL中使用的4CS结构中的修改后的CAN-DO语句（内容和语言集成学习）。 4C（内容，文化，认知和交流）模型与我们为应用程序准备的框架密切相对应。为了调查参与度，我们开发了一项调查和疑问，以在萨波罗的富士女子大学使用半结构化访谈。访谈已记录并翻译和翻译。在Pansig（Nagano），Co-I提出了一个以文献重点进行CLIL课程的模型，其中包括一些实用的活动思想。 PI介绍了与选择文本有关的参与度，该文本涉及有关在语言教室中使用文献文本的文献的广泛审查，并导致生产全面的标语，用于将来在未来的文本选择中使用。我们还介绍了有关2022年11月在福库卡举行的JALT国际会议上与4C相一致的方法来最大化学生参与度的课堂活动和任务的研究。我们对扩展的CAN-DO陈述进行了广泛的调查，该调查为我们提供了与文献相结合的框架，以实现与4CS的文献结构的框架。