Get Attitudes to Modern Foreign Language Learning: Insights from PDF

By Brendan Bartram

ISBN-10: 0826423841

ISBN-13: 9780826423849

Drawing at the result of a tri-national comparative survey of secondary students' attitudes in the direction of glossy international Language studying (MFLL), this booklet illustrates either the significance and nature of learner attitudes and the contribution of comparative schooling to our knowing of academic issues.Questions thought of include:What is the character of the scholars' attitudes to the tutorial dimensions of studying French, German and English in each one country?To what volume do academic elements effect the scholars' attitudes to studying every one language in every one country?How related are the scholars' attitudes to MFLL inside of and among the 3 countries?What decisions may be made in regards to the relative value of academic and socio-cultural impacts on scholar attitudes to MFLL in each one nation? >

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Furthermore, we choose to introduce it at the onset of adolescence, when empathy . . gives way to self-consciousness and insecurity. (Hawkins 1996: 17) He levels further criticism at the government’s strategic inactivity, and alludes to the current secondary school scenario, where MFLL is dominated by French owing to nothing more than historical accident: The present distribution of languages in the secondary school owes nothing to planning or to estimates of individual or national needs. It is a position into which we have drifted, and in which we now seem to be locked, by considerations of teacher supply.

1999) also express certain reservations about an over-reliance on notions of integrativeness and instrumentality, particularly when looking at attitudes to MFLL in UK contexts. Their research focused on MFL learners in upper secondary schools in Scotland, which context arguably shares a number of similarities with the English one. In their view, there is little to support the importance of these two social-psychological constructs in the Scottish MFLL situation, which also finds alarming and increasing numbers of pupils opting out of language learning at sixteen.

This 30 Attitudes to Modern Foreign Language Learning view appears to be based on a number of factors, ranging from the national budgetary constraints already mentioned, the lack of federal involvement, shortages of qualified teachers, to persistent tendencies to see MFL as an elitist and therefore peripheral educational concern (Inman 1995). The crux of the crisis, however, seems to relate to the American sociocultural context, and the way in which this appears to undermine MFL motivation and attitudes, as referred to earlier, and resonating thus with the English and Australian situations described above.

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Attitudes to Modern Foreign Language Learning: Insights from Comparative Education by Brendan Bartram

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