'French is the language of love and stuff': student perceptions of issues related to motivation in learning a foreign language

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Gender
Thinking skills
Modern Foreign Languages

What are the implications of the study for schools and teachers of modern languages?

In completing this digest, the authors began to ask the following questions about implications for practitioners:

are teachers aware of pupils' attitudes towards learning a foreign language? Would it be useful to find out if they have similar attitudes towards learning other subjects too?
have teachers in your department tried any of the suggestions made by the researchers, to enhance pupils' motivation, particularly boys and low achievers? Would it be helpful for teachers to share with others the approaches they adopt for improving pupil motivation?
in curriculum and lesson planning, teachers should take account of the need for strategies to engage pupils with their learning as well as with the subject. Could the school's professional development programme support them in doing this?
how can pupils' initial enthusiasm for learning foreign languages be sustained? School leaders and heads of modern languages might want to take a look at examples of good practice from elsewhere, and adapt these to their own contexts?
would careers education help to convince children of the importance of language learning for adult life and work?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Gender > French is the language of love and stuff:student perceptions of issues related to motivation in lTueFeb100944292004 > What are the implications of the study for schools and teachers of modern languages?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How motivated are British pupils to learning a foreign language? Are there differences in motivation between pupils of different abilities? Do boys and girls differ in their motivation to learn a foreign language? Are pupils more motivated to learn some languages than others? Are there differences in motivation between pupils of different ages? How could teachers improve pupils' motivation? How was the study designed? What are the implications of the study for schools and teachers of modern languages? Where can I find out more? Definitions of technical terms used in the study Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader 'French is the language of love and stuff': student perceptions of issues related to motivation in learning a foreign language This digest found in Gender Thinking skills Modern Foreign Languages Send to a friend Word doc 60KB Printer friendly Collate for later What are the implications of the study for schools and teachers of modern languages? In completing this digest, the authors began to ask the following questions about implications for practitioners: are teachers aware of pupils' attitudes towards learning a foreign language? Would it be useful to find out if they have similar attitudes towards learning other subjects too? have teachers in your department tried any of the suggestions made by the researchers, to enhance pupils' motivation, particularly boys and low achievers? Would it be helpful for teachers to share with others the approaches they adopt for improving pupil motivation? in curriculum and lesson planning, teachers should take account of the need for strategies to engage pupils with their learning as well as with the subject. Could the school's professional development programme support them in doing this? how can pupils' initial enthusiasm for learning foreign languages be sustained? School leaders and heads of modern languages might want to take a look at examples of good practice from elsewhere, and adapt these to their own contexts? would careers education help to convince children of the importance of language learning for adult life and work?