Motivating Language LearnersThis book is informed by pupils' perceptions of the foreign language learning experience: attitudes brought from primary school; from home; visits abroad; the classroom. What are the implications of these for teachers? The author provides practical strategies to enhance (a) the enjoyment of the in-class experience and (b) the status of modern languages on the curriculum. |
Contents
What is Motivation? | 13 |
Ajzens Model of Planned Behaviour | 22 |
Getting Inside the Pupils Heads | 54 |
Attitudes Brought to the Classroom | 72 |
Influence of Home Environment | 91 |
The Pupils Perspective from the Classroom | 121 |
Summary | 137 |
What Can we Learn From the Germans? | 154 |
The Usefulness of Foreign Language Learning | 160 |
The Shared Perception of Effort and Progress | 167 |
Bread and Butter Activities | 182 |
But Every Silver Lining Has a Cloud | 188 |
Summary | 203 |
Year 9 13 year olds Leeds Questionnaire | 209 |
Year 11 15 year olds Leeds Questionnaire | 217 |
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Common terms and phrases
13 year olds A-level Abitur activities approach areas asked Chapter chi-square test Circle a number classroom cohort context Educational Supplement effort English enhance enjoy enthusiasm ethnocentric factors feel focus foreign language competence foreign language learning Gardner GCSE German lessons German pupils given Goethe-Institut important indicate influence insight interesting interviews intrinsic motivation Key Stage Kiel/Neumünster language learning experience learners learning English learning foreign languages learning French learning German Leeds and Kiel Leeds pupils mins modern foreign languages modern languages motivation National Curriculum negative number of pupils opportunity parents encourage Percentages of Leeds perception potential progress in German pupils in 1992 pupils learning question questionnaire relevance response role S/he thinks second foreign language second language second language acquisition secondary school significant soap opera speak suggest survey Table target language community target language country teaching views
Popular passages
Page 240 - West, A., Hailes, J. and Sammons, P. (1997) 'Children's attitudes to the National Curriculum at Key Stage 1', British Educational Research Journal, 23(5): 597-613. Part II Roles and responsibilities 3 Drama Pupils...
Page 231 - ... of methods determined by the needs of the group, might be preferable. The key, it seems, lies in the teacher's ability to differentiate his/her teaching style to accommodate the needs of the individual whose learning style is inevitably informed, to some degree, by his/her gender. Further reading Aplin, R. (1991) 'Why do pupils opt out of foreign language courses? A pilot study', Educational Studies, 17(1) 3-13. Batters, J. (1988) 'Pupil and teacher perceptions of foreign language learning and...