Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum

Henry, Alastair; Apelgren, Britt Marie

doi:10.1016/j.system.2008.03.004

Cited by 65 publications

(84 citation statements)

References 14 publications

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“…Overall, these findings point to there being no differences between boys and girls' motivation towards the foreign language. This absence of variation differs from the results of an important number of studies, which have reported a female advantage (for example, Sung & Padilla 1998;Dörnyei & Csizér, 2002;Mori and Gobel, 2006;Henry & Apelgren, 2008;Dabbagh & Khajehpour, 2011;Henry 2012). In addition, the fact that there are not statistically significant gender differences in the types of motivation levels stands in contrast to earlier findings, (for example, Dörnyei & Clement, 2001;Dörnyei & Csizér, 2002;Dörnyei, Csizér & Németh, 2006), which concluded that girls obtain higher levels of both types of motivation.…”

Section: Discussioncontrasting

confidence: 83%

“…The variable of gender, for instance, has been widely studied in motivation research. Overall, statistically significant variation that shows higher levels of motivation in girls is identified in a substantial body of studies (for example, Sung & Padilla, 1998;Dörnyei & Csizér, 2002;Mori & Gobel, 2006;Henry & Apelgren, 2008;Dabbagh & Khajehpour, 2011;Henry 2012). Exceptions are also noted, such as by Azarnoosh and Birjandi (2012), who identified no differences between attitudinal factors towards the foreign language of male and female junior high school students.…”

Section: Individual and Contextual Factors: Motivation Gender And Clilmentioning

confidence: 99%

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Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

Fontecha

2014

laclil

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Section: Discussioncontrasting

confidence: 83%

Section: Individual and Contextual Factors: Motivation Gender And Clilmentioning

confidence: 99%

Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

Fontecha

2014

laclil

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“…The need for communication skills in English is more important than ever in Japan as in other countries such as Sweden (Henry and Apelgren, 2008), Hungary (Csizér and Kormos, 2008) and many Asian countries (Butler, 2004, Chen andCheng, 2010). Since the Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised its curriculum guidelines for Japanese schools in 2008 (MEXT, 2010, an emphasis on communication skills has been reinforced in the teaching of English.…”

Section: Abstract: Motivation Communicative Attitudes Home Room Teamentioning

confidence: 99%

Motivation and Communicative Attitudes Among Japanese Efl Pupils

Adachi

2015

Indonesian J. Appl. Linguist

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This paper describes how gender and age affect Japanese pupils' motivation for learning English and their attitudes to communication with people from different cultures. A new foreign language curriculum was introduced to Japanese elementary schools in 2011. Although each school can officially choose any foreign language in its own right, most elementary schools are now conducting English activity. However, as most homeroom teachers lack both experiences and qualifications for teaching English, this activity puts them under pressure. In addition, the number of foreign assistant language teachers (ALTs) is not sufficient in most elementary schools. The writer surveyed fifth and sixth grade pupils' motivation and their communicative attitudes in Japan during 2010, before the new course program, "foreign language activities," began in 2011. The data were collected from three elementary schools in Japan via a questionnaire. The items on the questionnaire are related to motivational attitudes, orientations (reasons for studying a foreign language), communicative attitudes and some other variables relevant to learning foreign languages. The main focus of this study is to examine motivational and attitudinal variables among the pupils with regard to learning English, especially gender and age effects on these variables. The results show that girls generally have higher scores on motivation and communicative attitudes. Most previous studies have also shown that girls generally have a positive attitude toward learning a foreign language. This study argues that the reason behind this positive attitude toward learning English is due to their positive attitude toward communication in general. With regard to the age, there are a few differences between two school grades. As there is only one year difference in age between fifth and sixth grade pupils, the result is to be expected. The study suggests that Japanese elementary schools face a number of difficulties teaching English as it is difficult for teachers to motivate all pupils. Keywords: motivation, communicative attitudes, home room teachersThe need for communication skills in English is more important than ever in Japan as in other countries such as Sweden (Henry and Apelgren, 2008), Hungary (Csizér and Kormos, 2008) and many Asian countries (Butler, 2004, Chen andCheng, 2010). Since the Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised its curriculum guidelines for Japanese schools in 2008 (MEXT, 2010, an emphasis on communication skills has been reinforced in the teaching of English. High school teachers are required to teach English through the medium of English. "Foreign language activities" have been included in the curriculum for elementary school teachers since April 2011. In December 2013, MEXT announced a plan to introduce English education at elementary schools. It has been said that the decision to introduce English to the elementary school curriculum was due in the first instance to pressure from the industrial world...

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“…Thus, the analysis of foreign countries experience in foreign languages teaching at early stage 3 [9][10][11][12][13] and its comparison with the current state of early foreign language learning in Kazakhstan revealed the following problems: Problem 1. Lack of a unified interpretation of the essence of the concept of "teaching foreign languages at early stage".…”

Section: Methodsmentioning

confidence: 99%

Organizational and pedagogical conditions of introduction foreign language teaching at early stage in the republic of Kazakhstan: experience, problems and perspectives

Zhetpisbayeva¹,

Yurievna²,

Nurmambekovna³

et al. 2016

NSPU Bulletin

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Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum

Cited by 65 publications

References 14 publications

Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

Motivation and Communicative Attitudes Among Japanese Efl Pupils

Organizational and pedagogical conditions of introduction foreign language teaching at early stage in the republic of Kazakhstan: experience, problems and perspectives

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