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ERIC Number: EJ1149715
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-4985
Transition in Modern Foreign Languages: A Longitudinal Study of Motivation for Language Learning and Second Language Proficiency
Courtney, Louise
Oxford Review of Education, v43 n4 p462-481 2017
The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month period. The study employed the use of lesson observations, along with questionnaires and focus group interviews to examine the development of attitudes and motivation. To measure linguistic progression an oral role play task, an oral photo description task, and a free writing task were administered at each time point. The results show that an abrupt shift in pedagogy may negatively influence learner attitudes and motivation in early secondary and, while early language learning does appear to generate positive attitudes to language learning, questions remain as to its effectiveness over the longer term when learners encounter language teaching that appears incongruous with their aims. Learners did make significant linguistic progress across the transition phase as measured by objective and fine-grained measures, which raises the question as to whether it may in fact be assessment practices that account for the reported "hiatus" in progression across transition rather than lack of actual progress.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)