%0 Journal Article
%T Impact of Single-sex Instruction on Student Motivation to Learn Spanish
%A Scott Kissau
%A Lan Quach
%A Chuang Wang
%J Canadian Journal of Applied Linguistics (CJAL)
%D 2009
%I University of New Brunswick
%X To increase male motivation to learn additional languages studies have suggested teaching males in single-sex second and foreign language classes (Carr & Pauwels, 2006; Chambers, 2005). Despite the reported benefits of this unique arrangement, a review of literature found no related research conducted in Canada or the United States. To address this lack of research, a study was conducted in the spring of 2008 to investigate the impact of single-sex instruction on student motivation to learn Spanish. Using Gardner's model of second language motivation (1985), 57 high-school students studying Spanish in either single-sex or coeducational classes completed a pre and post questionnaire to gauge their motivation to learn the language. Follow-up interviews were also conducted with both students and teachers. Results indicated that while both sexes enjoyed some educational advantages from the single-sex environment, the benefits appeared to be greater for the males than the females.R¨¦sum¨¦Afin d'accro tre la motivation des gar ons pour l'apprentissage des langues, certaines ¨¦tudes ont sugg¨¦r¨¦ d'enseigner les langues secondes ou ¨¦trang¨¨res ¨¤ des classes de gar ons exclusivement (Carr & Pauwels, 2006; Chambers, 2005). Malgr¨¦ le b¨¦n¨¦fice confirm¨¦ d'un tel contexte, il n'existe aucune recherche similaire connue sur ce sujet au Canada ou aux ¨¦tats Unis. Pour rem¨¦dier ¨¤ cette lacune, on a conduit au printemps 2008 une ¨¦tude portant sur l'impact de l'enseignement non mixte sur la motivation des ¨¦l¨¨ves ¨¤ apprendre l'espagnol. Selon le mod¨¨le de Gardner quant ¨¤ la motivation dans l'apprentissage d'une langue seconde (1985), 57 ¨¦l¨¨ves au niveau secondaire apprenant l'espagnol dans des classes mixtes et non mixtes ont rempli avant et apr¨¨s le cours, des questionnaires destin¨¦s ¨¤ mesurer leur motivation. Le suivi a ¨¦t¨¦ assur¨¦ par le biais d' entrevues avec ¨¦l¨¨ves et professeurs. Les r¨¦sultats montrent que si les ¨¦l¨¨ves des deux sexes b¨¦n¨¦ficiaient d' un environnement ¨¦ducatif non-mixte, les gar ons semblaient en tirer plus d'avantages.
%U http://ojs.vre.upei.ca/index.php/cjal/article/view/102