Making language learning make sense at the National Centre for Excellence for Language Pedagogy
Making language learning make sense at the National Centre for Excellence for Language Pedagogy
复制标题
在国家语言教育卓越中心让语言学习变得有意义
DOI：
10.17863/cam.40160
复制
发表时间：
2019
影响因子：
2.3
通讯作者：
Robert Woore
中科院分区：
文献类型：
--
作者：
R. Hawkes;Emma Marsden;Nicholas Avery;Rowena Kasprowicz;Robert Woore
2016年11月，教学学校理事会发表了《MFL教育学评论》(Bauckham 2016)报告。该报告借鉴了对外语学习和教学的研究，以及各种经验丰富的实践者的知识和经验。它指出，只有三分之一的学生获得了四年级或以上的语言普通中等教育证书，而且只有不到一半的学生参加了语言普通中等教育证书。学习一门语言的动机不强在一定程度上与学生觉得这门语言太难有关(Taylor&Marsden，2014)。也就是说，感觉进步感对学习者来说很重要，而对许多学习者来说，这种进步感目前是缺乏的。这表明，所使用的教学方法在激励学生方面具有重要作用，让他们有进步的感觉。
In November 2016, the Teaching Schools Council published the Report of the MFL Pedagogy Review (Bauckham 2016). The report drew on research into foreign language learning and teaching and on the knowledge and experience of a wide range of experienced practitioners. It noted that only one in three pupils achieves a languages GCSE at grade 4 or above and that fewer than half of pupils even take a language GCSE. Poor motivation in studying a language is partly associated with pupils feeling that the language is too hard (Taylor & Marsden 2014). That is, feeling a sense of progression is important for learners, and for many learners this sense of progression is currently lacking. This suggests that the type of pedagogy used has an important role in motivating pupils, to give them that sense of progress.