Pupils' Reflections on the Primary to Secondary School Transition with Reference to Modern Language Learning: A Motivational Self-System Perspective

Autor/in	Chambers, Gary N.
Titel	Pupils' Reflections on the Primary to Secondary School Transition with Reference to Modern Language Learning: A Motivational Self-System Perspective
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 3, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2018.1424172
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; Elementary School Students; Secondary School Students; Student Attitudes; Longitudinal Studies; Developmental Tasks; Modern Languages; Individual Differences; Self Concept; German; French; Language Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsaufgabe; Gegenwartssprache; Individueller Unterschied; Selbstkonzept; Deutscher; Französisch; Sprachverhalten; Ausland; Großbritannien
Abstract	Points of transition in life are accepted as times which impact greatly on aspects of the individual's psyche, including motivation to learn. In spite of this, pupils' views are rarely heard in discussions of transition from primary to secondary school in general and in relation to modern languages in particular. This exploratory study investigated the motivation of young learners of foreign languages in one region of the UK at time of transitioning from primary school to secondary school. Ten to 12 year olds shared their views of the experience of transition and provided motivational insights which test the applicability of Dörnyei's L2 'motivational self system' [2005. "The Psychology of the Language Learner: Individual Differences in Second Language Acquisition." Mahwah, NJ: Lawrence Erlbaum] for learners in this age group. Eighteen students were interviewed in their final year of primary school and again one year later in their first year of secondary school. Pupils identified foreign language learning as a generally a positive experience but one which could include, in the primary school, a higher level of challenge, more 'real' work and evidence to facilitate a feeling of making progress. This provided the background for consideration of whether these experiences contributed to focal pupils' vision of self. The pupils' messages resonate beyond the confines of foreign languages to other subjects and other transition experienced by young people around this age. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01