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

对于英国的第二语言（L2）教师来说，维持确保尽可能多的学习者从KS2到KS5进步所需的积极态度和动机一直是个问题（Ofsted, 2021; Graham et al. 2016;）。自2005年以来，在GCSE和A-Level参加MFL考试的考生总数有所下降（Collen, 2021），这反过来又导致了语言毕业生离开大学的人数减少。在小学学习语言的一个重要理由是提高长期的动机和语言能力。然而，对于影响这两个领域的教学方法，人们所知相对较少。因此，我提出的研究旨在检验第二语言绘本是否可以用于支持课堂上的语言和非语言结果，从而促进更好的第二语言进步、情感和动机。博士学位将采取准实验研究的形式，并将在兼职的基础上进行。我打算用五年时间完成这项研究。1. 参与者。这项研究将在10个月的时间里在学校进行，这些学校有三个班的五年级混合能力学生：一个控制班，一个“主动控制班”和一个实验班。2. 的干预。将使用两所学校来确保每个条件至少有30名学生。我会提供资料给老师在干预期间使用。所有学生都将按照培生的accires Studio课程作为他们法语教学的主要来源。除此之外，每隔半个学期，实验班将根据绘本进行一个项目，涉及三个阶段模型：“计划、执行、回顾”（Ellis and Brewster, 2014）。在这个模式中，学生们：思考他们将要读什么，为什么要读，以及他们已经知道的与故事和主题的关系；听故事并适当地参与其中；进行进一步的思考，以扩展、巩固和个性化通过故事呈现的语言。主动控制班将采用相同的“计划、执行、审查”模式，进行一个与法国文化（即与文学无关）有关的项目；对照班将按照皮尔逊的教材，因为它通常是在学校教。实验班和主动控制班使用的文本将根据一系列指示可读性的标准进行匹配，如单词数、单词长度、词频、句子长度、同源词和从属词（Benjamin, 2012; Uitdenbogerd, 2005）。3. 结果测量：口语词汇将通过诱导模仿任务在测试前、测试后和延迟测试后进行评估，因为它适用于没有发展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/借书的时间来评估。共情将在三个时间点通过相同的问卷进行评估。一般创造力将使用Leiken的（2009）模型进行评估，该模型评估了在解决问题的过程和结果中反映的发散和收敛思维，适用于年龄较小的儿童。如果研究表明在KS2 L2课程中使用绘本有好处，它可能会影响从业者教授这些科目的方式，增加动机和结果，从而可能导致更多的学生在他们的学校生涯的后期阶段学习一门语言。

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.