English Learning Motivation of Young Learners in Danish Primary Schools

Autor/in	Fenyvesi, Katalin
Titel	English Learning Motivation of Young Learners in Danish Primary Schools
Quelle	In: Language Teaching Research, 24 (2020) 5, S.690-713 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818804835
Schlagwörter	Second Language Learning; English (Second Language); Learning Motivation; Elementary School Students; Attitude Change; Language Attitudes; High Achievement; Game Based Learning; Video Technology; Foreign Countries; Children; Age Differences; Gender Differences; Grade 1; Grade 3; Vocabulary Development; Denmark; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Attitudinal change; Einstellungsänderung; Sprachverhalten; Ausland; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Wortschatzarbeit; Dänemark
Abstract	This study has investigated, in a quantitative survey, how the attitudes toward English lessons and the motivation for learning English as a foreign language (EFL) of 276 Danish EFL learners (starting age 7 and 9 years) changed within one year. Second, a subsample of children were interviewed. The study investigated what they liked and disliked about English lessons, and what motivated them to learn English. The results have shown that children's positive attitudes toward their English lessons decreased significantly during the time of the study. More boys than girls described English as their favorite subject, and children enjoyed real-life situations, variation and differentiation in the English lessons. Children were strongly motivated by English being an international language, their reliance on significant others as motivators for FL learning decreased significantly with time, and high achievers, as opposed to low achievers, were motivated by engaging in gaming and watching YouTube videos in English. Pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01