Student Motivation, School Policy Choices and Modern Language Study in England

Autor/inn/en	Parrish, Abigail; Lanvers, Ursula
Titel	Student Motivation, School Policy Choices and Modern Language Study in England
Quelle	In: Language Learning Journal, 47 (2019) 3, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrish, Abigail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1508305
Schlagwörter	Student Motivation; School Policy; Second Language Learning; Second Language Instruction; Modern Languages; Foreign Countries; Decision Making; Instructional Leadership; Language Teachers; Secondary School Students; Secondary School Teachers; Student Attitudes; Language Attitudes; Learning Motivation; Self Determination; Teacher Attitudes; Administrator Attitudes; Correlation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulpolitik; Zweitsprachenerwerb; Fremdsprachenunterricht; Gegenwartssprache; Ausland; Decision-making; Entscheidungsfindung; Instruction; Leadership; Bildung; Erziehung; Führung; Language teacher; Sprachunterricht; Sekundarschüler; Schülerverhalten; Sprachverhalten; Motivation for studies; Lernmotivation; Selbstbestimmung; Lehrerverhalten; Korrelation
Abstract	This paper investigates the relationship between the decisions made by school leaders in England concerning their school policy for teaching modern foreign languages (MFL) post-14, and student motivation for MFL. Seventy head teachers, 119 heads of modern languages and 666 students aged 14-15 from schools in England took part in the questionnaire-based study. Student motivation was measured using the Self-Regulation Questionnaire (Academic) [Ryan, R.M. and J.P. Connell. 1989. Perceived locus of causality and internalization: examining reasons for acting in two domains. "Journal of Personality and Social Psychology" 57, no. 5: 749-61], based on Self-Determination Theory. The relationship between student perceptions of the usefulness of specific languages and the decision to study these was considered. Results show that the way choice is presented is a key part of student motivation for MFL, and that students see different languages as useful for different reasons. Furthermore, the data suggest that the ways school leaders make decisions concerning language policy do not align with language provision that optimises student motivation. The study concludes by suggesting new pathways for rejuvenating language learner motivation in anglophone contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01