Does the systematic use of picturebooks in Key Stage 2 L2 lessons improve language outcomes, affectivity and motivation in learners?

在第二阶段二语课程中系统地使用图画书是否可以提高学习者的语言成果、情感和动机？

• 批准号: 2744279
• 金额: --
• 依托单位: University of Reading
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2744279
• 关键词: Does; systematic; use; picturebooks; Key

For teachers of a second language (L2) in England, sustaining the positive attitudes and motivation needed to ensure progress for as many learners as possible from KS2 to KS5 has long been problematic (Ofsted, 2021; Graham et al. 2016;). Since 2005, the overall number of candidates taking MFL at GCSE and A-Level has fallen (Collen, 2021) which in turn has led to fewer language graduates leaving university. An important rationale for language learning at primary school is to improve motivation and language proficiency in the long-term. Yet relatively little is known about teaching approaches that impact on both those areas. My proposed research therefore seeks to examine whether L2 picturebooks can be used to support linguistic and non-linguistic outcomes in the classroom and as such, promote better L2 progress, affectivity and motivation. The PhD will take the form of a quasi-experimental study and will be undertaken on a part-time basis. I aim to take five years to complete the research. 1. Participants. The study will be conducted over 10 months using schools that have three classes of Year 5 mixed-ability pupils: one control class, an 'active control' and an experimental class. 2. The intervention. Two schools will be used to ensure that there will be at least 30 pupils in each condition. I will provide materials for teachers to use during the intervention. All pupils will follow Pearson's Accès Studio course as their main source of French language instruction. In addition to this, every half term, the experimental class will undertake a project based on a picturebook involving the three-stage model: 'plan, do, review' (Ellis and Brewster, 2014). In this model pupils: think about what they are going to read and why, and about what they already know in relation to the story and theme; listen to the story and participate as appropriate; engage in further reflection to extend, consolidate, and personalise language presented through the story. The active control class will undertake a project relating to French culture (i.e. not literature-related) using the same 'plan, do, review' model; the control class will follow Pearson's course book as it is usually taught in the school. The texts used in the experimental class and the active control class will be matched on a range of criteria indicating readability, such as word number, word length, word frequency, sentence length, cognates and subordination (Benjamin, 2012; Uitdenbogerd, 2005). 3. Outcome measures:Oral vocabulary will be assessed at pre, post and delayed post-test through an elicited imitation task, used because of its suitability for lower proficiency learners who do not have developed writing skills (Courtney et al., 2017).Attitudes and motivation will be assessed through a questionnaire at the three time points, and through amount of time accessing online/borrowed books. Empathy will be assessed through the same questionnaire at the three time points. General creativity will be assessed using Leiken's (2009) model, which assesses divergent and convergent thinking as reflected in problem solving processes and outcomes and is suitable for younger children. If the research demonstrates that there are benefits to using picturebooks in KS2 L2 lessons, it could influence the way practitioners teach these subjects, increasing motivation and outcomes which could in turn lead on to more pupils studying a language at later stages in their school career.

对于英格兰的第二语言 (L2) 教师来说，维持积极的态度和动机以确保尽可能多的学习者从 KS2 到 KS5 取得进步长期以来一直是个问题（Ofsted，2021；Graham 等人，2016；）。自 2005 年以来，参加 GCSE 和 A-Level 考试的 MFL 考生总数有所下降（Collen，2021），这反过来又导致离开大学的语言毕业生减少。小学语言学习的一个重要原因是长期提高动机和语言能力。然而，人们对影响这两个领域的教学方法知之甚少。因此，我提出的研究旨在探讨二语图画书是否可以用于支持课堂上的语言和非语言成果，从而促进更好的二语进步、情感和动机。博士学位将采取准实验研究的形式，并以非全日制方式进行。我的目标是用五年时间来完成这项研究。 1. 参与者。这项研究将在 10 个月的时间里进行，所用学校拥有三个由 5 年级混合能力学生组成的班级：一个控制班、一个“主动控制班”和一个实验班。 2.干预。将使用两所学校来确保每种情况下至少有 30 名学生。我将提供材料供教师在干预期间使用。所有学生都将学习培生的 Accès Studio 课程作为法语教学的主要来源。除此之外，每半学期，实验班都会进行一个基于图画书的项目，涉及三阶段模型：“计划、执行、回顾”（Ellis 和 Brewster，2014）。在这个模型中，学生：思考他们将要阅读的内容和原因，以及他们已经知道的与故事和主题相关的内容；聆听故事并酌情参与；进行进一步的反思，以扩展、巩固和个性化故事中呈现的语言。主动控制班将使用相同的“计划、执行、审查”模式开展与法国文化相关的项目（即与文学无关）；控制班将遵循皮尔逊的教材，因为它通常在学校教授。实验类和主动控制类中使用的文本将根据一系列指示可读性的标准进行匹配，例如字数、字长、词频、句子长度、同源词和从属关系（Benjamin，2012；Uitdenbogerd，2005）。 3. 结果衡量：口语词汇将在测试前、测试后和延迟测试后通过诱导模仿任务进行评估，之所以使用该测试，是因为它适合尚未具备写作技能的低水平学习者（Courtney et al., 2017）。态度和动机将通过三个时间点的问卷调查以及访问在线/借阅书籍的时间进行评估。将通过同一份问卷在三个时间点评估同理心。一般创造力将使用 Leiken (2009) 模型进行评估，该模型评估问题解决过程和结果中反映的发散性和聚合性思维，适合年幼的孩子。如果研究表明在 KS2 L2 课程中使用图画书有好处，它可能会影响从业者教授这些科目的方式，增加动机和成果，进而导致更多的学生在学校生涯的后期学习语言。