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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| Vydáno v: | British educational research journal Ročník 42; číslo 4; s. 682 - 702 |
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| Hlavní autoři: | , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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London
Blackwell Publishing Ltd
01.08.2016
John Wiley & Sons Ltd Wiley-Blackwell |
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| ISSN: | 0141-1926, 1469-3518 |
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| Abstract | 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. |
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| AbstractList | 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. 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. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd. |
| Audience | Elementary Secondary Education |
| Author | Marinis, Theodoros Tonkyn, Alan Courtney, Louise Graham, Suzanne |
| Author_xml | – sequence: 1 givenname: Suzanne surname: Graham fullname: Graham, Suzanne email: s.j.graham@reading.ac.uk organization: University of Reading, UK – sequence: 2 givenname: Louise surname: Courtney fullname: Courtney, Louise organization: University of Reading, UK – sequence: 3 givenname: Alan surname: Tonkyn fullname: Tonkyn, Alan organization: University of Reading, UK – sequence: 4 givenname: Theodoros surname: Marinis fullname: Marinis, Theodoros organization: University of Reading, UK |
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| References_xml | – reference: Nikolov, M. (1999) 'Why do you learn English?' 'Because my teacher is short.' A study of Hungarian children's foreign language learning motivation, Language Teaching Research, 3(1), 33-56. – reference: Pufahl, I. & Rhodes, N. C. (2011) Foreign language instruction in U.S. schools: Results of a national survey of elementary and secondary schools, Foreign Language Annals, 44(2), 258-288. – reference: Dörnyei, Z. (2005) The psychology of the language learner: Individual differences in second language acquisition (Mahwah, NJ, Lawrence Erlbaum Associates). – reference: Graham, S. & Santos, D. (2015) Language learning in the public eye: An analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9(1), 72-85. – reference: Erler, L. & Macaro, E. (2011) Decoding ability in French as a foreign language and language learning motivation, The Modern Language Journal, 95(4), 496-518. – reference: Carreirea, J. M., Ozaki, K. & Maeda, T. (2013) Motivational model of English learning among elementary school students in Japan, System, 41(3), 706-719. – reference: Wu, X. (2003) Intrinsic motivation and young language learners: The impact of the classroom environment, System, 31(4), 501-517. – reference: Martin, C. (2012) Pupils' perceptions of foreign language learning in the primary school-findings from the Key Stage 2 Language Learning Pathfinder evaluation, Education 3-13, 40(4), 343-362. – reference: Taylor, F. & Marsden, E. J. (2014) Perceptions, attitudes, and choosing to study foreign languages in England: An experimental intervention, The Modern Language Journal, 98(4), 902-920. – reference: You, C. J. & Dörnyei, Z. (2014) Language learning motivation in China: Results of a large-scale stratified survey, Applied Linguistics. Available online at: doi:10.1093/applin/amu046. – reference: Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, K. & Blumenfeld, P. C. (1997) Changes in children's competence beliefs and subjective task values across the elementary school years: A three-year study, Journal of Educational Psychology, 89, 451-469. – reference: Cohen, J. (1988) Statistical power analysis for the behavioral sciences (2nd edn) (Mahwah, NJ, Lawrence Erlbaum Associates). – reference: Clément, R., Dörnyei, Z. & Noels, K. (1994) Motivation, self-confidence and group cohesion in the foreign language classroom, Language Learning, 44(3), 417-448. – reference: Bolster, A., Ballandier-Brown, C. & Rea-Dickens, P. (2004) Young learners of modern foreign languages and their transition to the secondary phase: A lost opportunity?, Language Learning Journal, 30(1), 35-41. – reference: Archambault, I., Eccles, J. S. & Vida, M. N. (2010) Ability self-concepts and subjective value in literacy: Joint trajectories from grade 1 through 2, Journal of Educational Psychology, 102(4), 804-816. – reference: Spinath, B. & Steinmayr, R. (2008) Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time?, Child Development, 79(5), 1555-1569. – reference: Dörnyei, Z. (1994) Motivation and motivating in the foreign languages classroom, The Modern Language Journal, 78(3), 273-284. – reference: Johnstone, R. (2008) Teaching a modern language to children at primary school: Making it work for all. English Teaching & Learning, 32(4), 1-40. – reference: Lo Bianco, J. (2009) Second languages and Australian schooling, Australian Education Review, 54. Available online at: http://research.acer.edu.au/aer/8/ (accessed 22 May 2015). – reference: Department for Education and Skills (2005) Key Stage 2 framework for languages (Nottingham, DfES Publications). – reference: Carreira, J. M. 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| Title | Motivational trajectories for early language learning across the primary-secondary school transition |
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