9. Individual differences in early language programmes

Djigunović, Jelena Mihaljević

doi:10.1515/9783110218282.199

Cited by 22 publications

(25 citation statements)

References 17 publications

(19 reference statements)

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“…FLA has been found at all levels of instruction investigated worldwide, suggesting that as many as 30-40% of learners share the experience of FLA to at least a moderate degree (Horwitz, 2016). Much research aiming to identify components and establishing causal relationships between FLA and, for example, age and proficiency levels have been conflicting and inconclusive, which may be explained by the contextual and dynamic nature of the construct (Mihaljević Djigunović, 2009). At present, in line with a more dynamic research paradigm , FLA is regarded as both a cause and as an effect, both as a personal trait and as a situation-specific phenomenon, as stable over time as well as dynamic (Gkonou, 2017), varying in intensity within the same lesson (MacIntyre, 2017).…”

Section: Foreign Language Anxietymentioning

confidence: 99%

“…FLA is a multilayered construct, related to and interacting with a variety of other similarly complex variables, for example agency (Mercer, 2011;Oxford, 2017) and self-esteem (Rubio-Alcalá, 2017). Such learner-internal aspects are in turn in constant interplay with contextual factors, such as classroom atmosphere and interaction, teaching approach and assessment practices (Gkonou, 2017;Mihaljević Djigunović, 2009;Rubio-Alcalá, 2017). Extensive TL use has been found to cause FLA, at least for beginners (Macaro & Lee, 2013).…”

Section: Foreign Language Anxietymentioning

confidence: 99%

“…Oral communication is the focus of early language instruction in Europe and a major task for teachers is to create an atmosphere where children develop confidence to communicate in English despite their limited language proficiency as beginners (Mihaljević Djigunović, 2012; Swedish National Agency for Education, 2011). Moreover, language anxiety at this young age may have negative long-term effects (Mihaljević Djigunović, 2009), and European policy documents for YLLs are increasingly stressing motivation and confidence as the primary goals of early language instruction (Mihaljević Djigunović, 2012).…”

Section: Foreign Language Anxiety and Young Learners Of Englishmentioning

confidence: 99%

“…Studies involving young learners, predominantly conducted in east Asia (Chan & Wu, 2004;Liu & Chen, 2013;Yim, 2014;Yim & Yu, 2011) and southern Europe (Er, 2015;Gürsoy & Akin, 2013, Mihaljević Djigunović, 2009 have concluded that language anxiety is common in these classrooms settings as well. These studies found fear of exams, failing class and receiving negative evaluations to be top worries for YLLs.…”

Section: Foreign Language Anxiety and Young Learners Of Englishmentioning

confidence: 99%

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Foreign language anxiety

Nilsson¹

2019

Apples

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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8-12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners' reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. More over, the study's contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.

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Section: Foreign Language Anxietymentioning

confidence: 99%

Section: Foreign Language Anxietymentioning

confidence: 99%

Section: Foreign Language Anxiety and Young Learners Of Englishmentioning

confidence: 99%

Section: Foreign Language Anxiety and Young Learners Of Englishmentioning

confidence: 99%

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Foreign language anxiety

Nilsson¹

2019

Apples

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“…Once this view was replaced with an awareness that young learners do differ among themselves, the need for investigations of learners' affect became obvious. In-depth research that involves young learners, however, requires triangulation of data because children often find it hard to articulate their perceptions and feelings (Lamb, 2004;Mihaljevi Djigunovi , 2009a). Since it has been observed that young learners' affect is not a set of stable factors but changes over time, the longitudinal approach is often applied.…”

Section: Major Insights Into Affective Characteristics Of Young Fl Lementioning

confidence: 99%

Dynamics of learner affective development in early FLL

Djigunovic

2012

SSLLT

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Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.

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Teaching Young Language Learners

Nikolov

Djigunović

2019

Second Handbook of English Language Teaching

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9. Individual differences in early language programmes

Cited by 22 publications

References 17 publications

Foreign language anxiety

Foreign language anxiety

Dynamics of learner affective development in early FLL

Teaching Young Language Learners

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