Investigation of attitudes and motivation in early foreign language learning

Djigunović, Jelena Mihaljević

doi:10.17234/9789531755603.05

Cited by 8 publications

(17 citation statements)

References 4 publications

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“…As seen in previous studies of young learners, the group mean scores indicate that the learners were generally positively motivated to learn French, especially at the end of Year 6 (e.g. Cable et al, 2010;Mihaljević Djigunović, 1993). The pattern of motivation, however, does not replicate that of other transition studies, for example, Galton et al (2000; in which a consistent drop in overall motivation across Year 7 was reported.…”

Section: What Are the Similarities And Differences Between The Primarcontrasting

confidence: 55%

Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency

Courtney

2017

Oxford Review of Education

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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.

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Section: What Are the Similarities And Differences Between The Primarcontrasting

confidence: 55%

Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency

Courtney

2017

Oxford Review of Education

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“…On the question of enjoyment of FL-class activities, Chambers (1999) found that British 15-year-olds enjoyed writing, reading, and speaking activities in their German lessons significantly less than 13-year-olds, the difference being about 0.4 points on a 5-point-Likert scale. While Mihaljević Djigunović (1993) also found that early starters (aged 6-7 years) liked learning English more than later starters (aged 9-10 years), she also showed that over the span of 3 years of instruction, the early starters maintained a more favorable attitude than the later starters. Burstall (1977) reported similar results from a study with 17,000 English children learning French.…”

Section: Motivation and Attitudesmentioning

confidence: 96%

“…The few studies on young learners' FL competence beliefs have found parallel results. Concerning children's estimation of their own English language proficiency, Mihaljević Djigunović (1993) found that early starters (aged 7 or 8 years) had more positive estimations at the beginning of FL instruction but that these became more objective three years later. In the Early Language Learning in Europe (ELLiE) study, young learners (aged 7-8 years) were interviewed about their conception of their own FL proficiency as compared to their classmates.…”

Section: Learner's Efl Competence Beliefsmentioning

confidence: 99%

“…Additionally, research on young language learners' motivation and attitudes has included variables such as attitudes towards FL lessons (e. g. Dörnyei 2010; Enever 2011), attitudes towards the FL (e. g. Enever 2011;Heinzmann 2013;Olshtain et al 1990), the importance of significant others, such as the parents and the teacher (e. g. Lindgren and Carmen 2013;Mihaljević Djigunović 2012a;M. Nikolov 1999) and the importance of English as a lingua franca (e. g. Enever 2011; Heinzmann 2013; Muñoz 2014).…”

Section: Motivation and Attitudesmentioning

confidence: 99%

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The role of individual differences in younger vs. older primary school learners of English in Denmark

Fenyvesi

Hansen

Cadierno

2020

International Review of Applied Linguistics in Language Teaching

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This study investigated 276 Danish first and third graders’ proficiency in English as a foreign language (FL) in relation to several socio-affective factors after their first year of instruction. The results showed that (a) both age groups made similar gains in receptive vocabulary and grammar, suggesting a similar rate of learning in this short time span; (b) the two groups had different socio-affective profiles. Younger learners exhibited lower levels of FL classroom anxiety and more positive English competence beliefs but had a less incremental mindset and relied more on external authorities as a source of motivation. In contrast, older learners relied less on external authorities and showed a more incremental mindset but exhibited higher levels of FL classroom anxiety and less positive English competence beliefs; and (c) only four socio-affective factors had a clear impact on proficiency: English competence beliefs and an incremental mindset had a positive influence while FL classroom anxiety and the influence of external authorities had a negative influence. The pedagogical implications of the different socio-affective strengths and weaknesses that characterize children in the two age groups are discussed.

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“…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%

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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Investigation of attitudes and motivation in early foreign language learning

Cited by 8 publications

References 4 publications

Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency

Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency

The role of individual differences in younger vs. older primary school learners of English in Denmark

Foreign language anxiety

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