Perceptions, Attitudes, and Choosing to Study Foreign Languages in England: An Experimental Intervention.
Perceptions, Attitudes, and Choosing to Study Foreign Languages in England: An Experimental Intervention.
复制标题
在英国学习外语的看法、态度和选择：实验干预。
DOI：
10.1111/modl.12146
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Emma Marsden
中科院分区：
文献类型：
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作者：
F. Taylor;Emma Marsden
英语国家对外语的兴趣下降是由于消极的社会态度和特定的学生态度和观念。虽然各种倡议旨在鼓励语言学习，但很少有研究系统地记录了观念，态度和实际选择学习语言（以下简称为摄取）之间的关系。本文报道了一项实验，涉及604 13/14岁的学生在3所中学在英格兰，测试是否感知相关的语言可以通过2种不同的干预措施（小组讨论与外部扬声器与外部导师的教训），以及是否学生的看法和态度可以明确地链接到外语吸收在一个可选的水平。研究结果表明，只有学生谁参加了小组讨论，随后报告更积极的态度和更高的个人相关性的语言，虽然参与任何干预可能有助于更高的摄取相比，一个非积极的控制组。男孩似乎对语言学习和宣传的态度普遍比女孩更消极。四分之一的学生宣布的学习或放弃一门语言的意图与最终决定不一致。重要的是，对语言课程（法语，德语或西班牙语）的看法和对语言的态度是吸收的可靠预测因素，尽管最强的预测因素是学生是否认为语言对自己很重要。认识到语文的更广泛的重要性本身并不是一种充分的激励。【作者摘要】
The declining interest in foreign languages in English-speaking countries has been attributed to negative societal attitudes and specific pupil attitudes and perceptions. While various initiatives have aimed to encourage language study, little research has systematically documented the relationship among perceptions, attitudes, and actually opting to study a language (henceforth, uptake). This article reports on an experiment involving 604 13/14-year-old pupils in 3 secondary schools in England that tested whether perceived relevance of languages can be improved through 2 different interventions (a panel discussion with external speakers versus a lesson with an external tutor) and whether pupil perceptions and attitudes can be linked explicitly to foreign language uptake at an optional level. Findings show that only pupils who participated in the panel discussion subsequently reported more positive attitudes and higher personal relevance of languages, though participating in either intervention may have contributed to higher uptake compared to a nonactive control group. Boys appeared to have generally more negative attitudes toward both language learning and advocacy than girls. Declared intentions to study or drop a language did not align with final decisions for one quarter of the pupils. Critically, perceptions of language lessons (French, German, or Spanish) and attitudes to languages were reliable predictors of uptake, though the strongest predictor was whether pupils considered languages to be important for themselves. Perceived wider importance of languages was not, in itself, a sufficient incentive. [ABSTRACT FROM AUTHOR]