Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students' motivation to learn French

Henry, Alastair

doi:10.1080/09571736.2013.853823

Cited by 12 publications

(9 citation statements)

References 17 publications

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“…The L2MSS literature in Europe dealt with females' and males' learning profiles (Henry, 2009(Henry, , 2010Henry & Apelgren, 2008;Henry & Cliffordson, 2013), the order of introduction of the L2s (i.e., at what grade levels each FL is introduced) (Csizér & Lukaćs, 2010), and the effect of language policies such as extra points awarded to the high school GPA for studying FLs (Henry, 2017). This reflects the leaning of European research toward the context of compulsory education (see Table 2).…”

Section: Discussionmentioning

confidence: 99%

“…Second, more longitudinal work should be conducted to complement the mainly cross-sectional literature on L2 motivation. In the sample, "longitudinal" typically meant one semester or the better part of a school year (e.g., Busse, 2013;Campbell & Storch, 2011;Henry, 2017). In contrast, to truly advance this line of inquiry, researchers should document longer periods of time involving major changes in the learning environment (e.g., the semester before study abroad, the semester or year abroad, and the first semester back).…”

Section: Methodological Issues In the Quantitative Studiesmentioning

confidence: 99%

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Motivation to learn languages other than English: A critical research synthesis

Mendoza

Phung

2019

Foreign Language Annals

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The primary purpose of this investigation was to put forward critical research synthesis as a qualitative alternative to meta‐analysis in second language acquisition using as a case example studies published from 2005 to 2018 applying the L2 Motivational Self System (L2MSS) to learners of languages other than English (LOTEs). Since L2MSS research is methodologically diverse and meta‐analysis necessarily excludes literature that cannot be subjected to its parameters, a qualitative synthetic approach with the systematicity and transparency of meta‐analysis is warranted. This study synthesizes 30 L2MSS studies on LOTEs in three world regions—Europe, Inner Circle English‐speaking countries, and Asia—and examines substantive and methodological features of the literature, including (1) the diversity of languages and educational contexts, (2) common issues of interest and findings in each world region, and (3) the strengths and limitations of quantitative and qualitative L2MSS studies. Suggestions for improving the diversity and quality of research on motivation to learn LOTEs are offered.

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Section: Discussionmentioning

confidence: 99%

Section: Methodological Issues In the Quantitative Studiesmentioning

confidence: 99%

Motivation to learn languages other than English: A critical research synthesis

Mendoza

Phung

2019

Foreign Language Annals

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“…In the latter regard, while Henry ( 2010) finds some evidence of different self-guides across languages among his Swedish secondary school learners of L3 French, he notes elsewhere (Henry 2017) that such differential self-guides are necessarily interconnected, interpenetrating systems with potential for competition, interference and cross-referencing to arise. At a competition level, Henry (2012) suggests that, while the L2 and L3 self-guides may complement each other, one may become more dominant.…”

Section: Non-l1-anglophone Lote Learnersmentioning

confidence: 99%

“…The LOTE thus assumes differential L2-L3 status, giving rise to potential motivational differences between L1-English and non-L1-English learners. Such issues are considered in the context of Henry's (2012Henry's ( , 2017 suggestion that learners have finite motivational resources, which may be differentially activated in the case of English and LOTEs as a function of their L2 versus L3 status within the learner's motivational repertoire.…”

Section: Introductionmentioning

confidence: 99%

Motivation for LOTE learning: a cross-country comparison of university learners of French

Howard

Oakes

2021

Journal of Multilingual and Multicultural Development

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This study responds to calls for more research on motivations for learning languages other than English (LOTEs) in the new era dominated by global English. In particular, it focuses on the role of societal contextual factors surrounding the status of English and the status of the LOTE as an L2/ L3, as factors which may offer a more nuanced understanding of motivation in the case of LOTE learning. It presents a comparative quantitative analysis of a series of motivational constructs among 527 university learners of French in four European countries, chosen to reflect the differential status of English in their respective societies: L1 in England and Ireland, L2 in Sweden and foreign language (FL) in Poland. While the relative importance assigned by the learners to the motivational constructs examined was found to be remarkably similar across the four countries, the highest levels of motivation were observed among learners in the two L1-English countries (England and Ireland). The findings are discussed in terms of the societal status of English within the context of the potential relationship holding between L2 and L3 motivation.

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“…However, the widespread bottom-up societal pressure for English remains very clear. In Europe for example, despite efforts to support the teaching of a wider range of languages through policy initiatives such as the European "mother tongue plus 2" initiative, numerous studies show strong student preferences for English, and corresponding difficulties in recruiting and retaining learners of other languages (Busse, 2017;Henry, 2010Henry, , 2011Henry, , 2017Kangasvieri, 2017).…”

Section: The Dominance Of English In Fl Educationmentioning

confidence: 99%

Learning French in the UK setting

Mitchell¹,

Myles²

2019

Apples

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Due to the contemporary dominance of English as global lingua franca, all other "foreign languages" face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children's engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an Englishdominated linguistic landscape.

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Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students' motivation to learn French

Cited by 12 publications

References 17 publications

Motivation to learn languages other than English: A critical research synthesis

Motivation to learn languages other than English: A critical research synthesis

Motivation for LOTE learning: a cross-country comparison of university learners of French

Learning French in the UK setting

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