'I Worry about Getting It Wrong and Looking Like a Silly Billy': Does Explicit Classroom-Based Strategy Intervention Change Pupils' Attitudes towards Speaking in the Modern Foreign Languages Classroom?

Autor/inn/en	Thompson, Nicholas Philip; Mutton, Trevor
Titel	'I Worry about Getting It Wrong and Looking Like a Silly Billy': Does Explicit Classroom-Based Strategy Intervention Change Pupils' Attitudes towards Speaking in the Modern Foreign Languages Classroom?
Quelle	In: Language Learning Journal, 51 (2023) 3, S.312-327 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Nicholas Philip) ORCID (Mutton, Trevor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.2023612
Schlagwörter	Foreign Countries; Direct Instruction; Student Attitudes; Second Language Instruction; Speech Communication; Oral Language; Language Skills; Gender Differences; Grade 7; Grade 10; French; Intervention; Training; Attitude Change; Secondary School Students; Anxiety; Student Behavior; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schülerverhalten; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Geschlechterkonflikt; School year 07; 7. Schuljahr; Schuljahr 07; Französisch; Ausbildung; Attitudinal change; Einstellungsänderung; Sekundarschüler; Angst; Student behaviour
Abstract	A number of factors among schoolchildren in England are currently contributing to poor attitudes towards speaking in the modern foreign languages (MFL) classroom. Although multiple explicit strategy-based instruction (SBI) intervention studies have appeared in recent years, very few studies have focused on its effect on oral skills and, in particular, pupils' attitudes towards speaking in the target language (TL). From the small pool of SBI investigations into schoolchildren whose first language (L1) is English, there is some evidence of success among boys in particular. The present quasi-experimental, two-cycle action research and development study of beginner (Year 7) and intermediate (Year 10) learners of L2 French (N = 148) investigated the impact of 12 hours of strategy intervention training on attitudes towards TL speaking skills in the MFL classroom in an all-boys selective secondary school in England. To assess the impact of the intervention, a mixed-methods approach was adopted; data were captured via questionnaires, lesson observations and interviews. In Cycle 2, pupils navigated the 'Strategy Island Map', an innovative tool to track their strategy use when speaking in the TL. Results suggest that explicit SBI improved attitudes towards speaking among both age groups. Implications for practice and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01