Chambers, GN orcid.org/0000-0002-6076-5211 (2019) Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective. Innovation in Language Learning and Teaching, 13 (3). pp. 221-236. ISSN 1750-1229
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Innovation in Language Learning and Teaching] on 10 January 2018, available online: http://www.tandfonline.com/10.1080/17501229.2018.1424172. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Primary modern foreign languages; secondary modern foreign languages; transition; motivation; L2 motivational self system |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 11 Jan 2018 11:59 |
Last Modified: | 12 Jul 2019 08:33 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/17501229.2018.1424172 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:126135 |