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Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities
Rocher Hahlin, Céline ; Granfeldt, Jonas
Languages (Basel), 2021-03, Vol.6 (1), p.47
[Periódico revisado por pares]
Basel: MDPI AG
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Título:
Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities
Autor:
Rocher Hahlin, Céline
;
Granfeldt, Jonas
Assuntos:
Curricula
;
Didactics
;
Didaktik
;
Educational Sciences
;
Elementary school students
;
English as a second
language
;
Foreign
language
learning
;
French as a foreign
language
;
French as a second
language
;
French as a second
language
instruction
;
French as a second
language
learning
;
Gender differences
;
General
Language
Studies and Linguistics
;
Humaniora och konst
;
Humanities
;
ideal self
;
intervention
;
Jämförande språkvetenskap och allmän lingvistik
;
Language
;
Languages and Literature
;
Linguistic competence
;
Literature reviews
;
LOTEs
;
Motivation
;
Multilingualism
;
Samhällsvetenskap
;
Secondary education
;
Secondary schools
;
Social Sciences
;
Specific Languages
;
Språk och litteratur
;
Studier av enskilda språk
;
Teaching
;
Third
language
learning
;
Utbildningsvetenskap
É parte de:
Languages (Basel), 2021-03, Vol.6 (1), p.47
Descrição:
Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.
Editor:
Basel: MDPI AG
Idioma:
Inglês
Links
View record from Swedish Publication Index
View record from Swedish Publication Index
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