A national evaluation programme in the Swedish compulsory school: Assessment of achievement in foreign languages

Oscarson, Mats

doi:10.1016/0346-251x(95)98860-v

Cited by 3 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An assessment of achievement in foreign languages that involved more than 20,000 Second, Fifth, and Ninth graders (Oscarson 1995) showed an overall high level of achievement in English skills. According to the assessment, the goals prescribed by the National Curriculum were achieved by an overwhelming majority of the learners.…”

Section: Targets That Pupils Should Have Attained By the End Of The Nmentioning

confidence: 98%

“…Swedish children are taught to see a value in the use of the English language in school. Oscarson (1995) reported that most of the children surveyed had positive attitudes toward English, with 20 percent of them having a very positive attitude. Ninetysix percent of them stated that they expected to use what they learned in English classes.…”

Section: Motivation and Attitudesmentioning

confidence: 99%

See 1 more Smart Citation

English Language Education in the Swedish Compulsory School

Kim-Rivera

1999

Foreign Language Annals

View full text Add to dashboard Cite

In the 1960s, Sweden instituted educational reforms with the intent to create a citizenry bilingual in Swedish and English. Today, ordinary Swedes in everyday situations speak English with a high level of communicative competence. A number of social and affective factors have brought about this result. This article focuses on English language education in the Swedish compulsory school, where the framework and foundation for the achievement of English fluency is established. Oral skills and the practical aspects of English learning are emphasized in the compulsory school curriculum. In class, pupils are encouraged to speak and their reading and writing competence is aided by the functional approach to English teaching.

show abstract

Section: Targets That Pupils Should Have Attained By the End Of The Nmentioning

confidence: 98%

Section: Motivation and Attitudesmentioning

confidence: 99%

English Language Education in the Swedish Compulsory School

Kim-Rivera

1999

Foreign Language Annals

View full text Add to dashboard Cite

show abstract

“…National approaches Oscarson (1995) describes the approach adopted in Sweden in order to access the extent to which the goals of the national curriculum were being achieved in relation to English. National assessment in Sweden is helped by the fact that the educational system tends to be homogeneous.…”

Section: Holistic and Objective Ratingsmentioning

confidence: 99%

Research on language learning and teaching: 1995

Johnstone

1996

Lang. Teach.

View full text Add to dashboard Cite

My annual review published in July 1995 suggested that internationally 1994 had been a particularly exciting year for research on the learning and teaching of languages. For me there were three areas in which knowedge was particularly enhanced, partly by new insights and partly by the skilful gathering together of what was already known. These three areas were: L2 motivation, e.g. Dornyei (4994), learner strategies from a Vygotskian perspective, e.g. Donato and McCormick (1994), and the role of negotiation in enhancing L2 input, e.g. Pica (1994). In comparison, 1995 seemed something of a warm after-glow, and I see its value as a year in which several trends appearing in 1994 were further consolidated.The review is in three main sections: two large ones on L2 learning and L2 teaching and a smaller one on motivation and attitude. Many texts of course have to do with all of these, and in such cases I have located a text where I think the balance lies. In any section on L2 learning, there is potentially a large and highly complex field of theoretical L2 acquisition research on which to draw. It would be beyond my scope to present a representative picture of this field, so I have settled instead for making reference to such L2 acquisition research as appears to have some practical implication for L2 learning or teaching. Similarly, in discussing research on assessment, I limit myself to research that seems to link readily with learning and teaching. I have also made reference to texts that do not present research data but that are argumentative, provided that they contribute to the elaboration of theory.At times acronyms or other abbreviations have been used in order to save space. Thus: NS stands for native speaker, NNS for non-native speaker, UG is universal grammar, LI is first language and L2 stands for foreign or second language, depending on the context. As in previous years, reference is often made to abstracts that have been published in Richard Johnstone is Professor of Education and Director of the Scottish Centre for Information on Language Teaching and Research at the University of Stirling in Scotland. He has directed several research projects on the learning, teaching, assessment and evaluation of foreign, second and heritage languages, funded by the Scottish Office. His e-mail address is: RMJ1@STIR.AC.UK Language Teaching. Thus, Frantzen (1995: 96-154) refers to an article by Frantzen, published in 1995 and appearing as abstract 154 in the 1996 series of abstracts for the journal L2 learningCorrelates of successful L2-learning Ehrman and Oxford (1995: 96-19) provide a useful summary of what research suggests as being the main correlates of language-learning success among individual learners following taught programmes: aptitude, age, sex, motivation, anxiety, self-esteem, tolerance of ambiguity, risk-taking, languagelearning strategies and language-learning styles. The research background to each of these is succincdy described and the writers then provide an interesting account of the relationship of ...

show abstract

Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism

Hincks

2005

System

View full text Add to dashboard Cite

A national evaluation programme in the Swedish compulsory school: Assessment of achievement in foreign languages

Cited by 3 publications

References 4 publications

English Language Education in the Swedish Compulsory School

English Language Education in the Swedish Compulsory School

Research on language learning and teaching: 1995

Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism

Contact Info

Product

Resources

About