When Clil is mandatory. Learner's emotional impact of Clil from the students' and the teachers' perceptions.

Abstract

This study is aimed at investigating the students' emotional impact of a Clil module which took place in a High School in the province of Venice. The paper is made up of two parts: a theoretical section focusing on the importance of emotions in the language learning process and how this factor is contemplated in Clil methodology, and the research proposal with the analysis of data, the presentation and discussion of results. The research proposal consists of a case study and it is a mixed-method research since data was collected through quantitative questionnaires which at the same time asked the subjects to motivate their answers to each closed-ended question. There were two questionnaires containing specular questions: one administered to the students (70 subjects) and the other to the NLS teachers (4 subjects). Answers from the two questionnaires were compared in order to observe if the teachers' perceptions matched the students' and allowed us to suggest some didactic implications.