Motivational trajectories for early language learning across the primary-secondary school transition

The transition from primary to secondary school is an area of concern across a range of curriculum subjects and this is no less so for foreign language learning. Indeed problems with transition have been identified in England as an important barrier to the introduction of language learning to the pr...

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Bibliographic Details
Published in:	British educational research journal Vol. 42; no. 4; pp. 682 - 702
Main Authors:	Graham, Suzanne, Courtney, Louise, Tonkyn, Alan, Marinis, Theodoros
Format:	Journal Article
Language:	English
Published:	London Blackwell Publishing Ltd 01.08.2016 John Wiley & Sons Ltd Wiley-Blackwell
Subjects:	Classroom practice Classrooms Communication Communication (Thought Transfer) Core curriculum Curricula Curriculum subjects early language learning Educational Attitudes Educational Needs Educational psychology Elementary education Elementary School Curriculum Elementary schools Elementary Secondary Education England First year Foreign Countries Foreign language learning Foreign languages French French language Language Language acquisition Language Attitudes Language teaching methods Learning Learning Motivation Literacy Literacy Education Longitudinal Studies Motivation Native Speakers Optimism Oral Language Questionnaires Schools Second Language Learning Secondary schools Self Efficacy Student Attitudes Teaching Teaching Methods transition Travel United Kingdom (England) United Kingdom > UK England
ISSN:	0141-1926, 1469-3518
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Summary:	The transition from primary to secondary school is an area of concern across a range of curriculum subjects and this is no less so for foreign language learning. Indeed problems with transition have been identified in England as an important barrier to the introduction of language learning to the primary school curriculum, with implications for learners' longer-term motivation for the subject. This longitudinal study investigated, through a questionnaire, the development of 233 learners' motivation for learning French in England, during the transition from primary to secondary schooling. It also explored whether levels and patterns of motivation differed according to the type of language teaching experienced, comparing a largely oracy-focused approach with one with greater emphasis on literacy activities. Learners showed high and increasing levels of motivation across transition, placing particular value on learning French for travel. Being taught through an oracy or a literacy-focused approach had less impact on learners' motivation than broader classroom experiences, with the development of a sense of progress and feeling that instruction met their learning needs being especially important. A growing disjuncture emerged between valuing the learning of French for travel/communication and learners' low levels of self-efficacy for communication with native speakers, together with a desire for more communication-based activities. By the end of the first year of secondary school less positive attitudes towards learning French and less optimism about the possibility of future progress were beginning to emerge. The paper concludes by outlining the implications of the study for classroom practice in language learning.
Bibliography:	istex:7088AA3424BDAD11796E3C9E74D75825B8301245 ark:/67375/WNG-MXQ0LDQP-7 ArticleID:BERJ3230 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0141-1926 1469-3518
DOI:	10.1002/berj.3230