scholarly journals L’atteggiamento e la motivazione degli alunni della scuola primaria nei confronti della seconda lingua

EL LE ◽  
2020 ◽  
Author(s):  
Barbara Gross
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Target Language ◽  
Italian Language ◽  
Parental Encouragement ◽  
Language And Culture ◽  
Positive Attitudes ◽  
Rural And Urban ◽  
German School

This study surveyed primary school children’s attitudes and motivation toward second language learning in South Tyrol, Italy. Differences concerning the attended school system, the gender and the schools’ territorial position were studied by means of a modified 22-item attitude and motivation test battery with 398 grade-four students from German- and Italian-language primary schools. The significance of differences between means was analysed using Two-Sample T-tests in SPSS 24. The findings of the research reveal differences in the observed Italian and German school systems whereby children attending Italian-language primary schools turned out to score higher on motivation, attitudes and parents’ encouragement. Moreover, females show a higher motivation and more positive attitudes than male pupils. Significant results were found for nearly all observed dimensions regarding differences due to the territorial position of the primary schools (rural and urban). Students attending an urban primary school are more motivated, show more positive attitudes, desire to integrate with the target language and culture and perceive a higher parental encouragement.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

Second Language Learning and the External Context

2009 ◽  
Vol 81 ◽  
pp. 9-19 ◽  
Author(s):  
Els Schoonjans ◽  
Ellen Schoonheere ◽  
Aurélie Welcomme ◽  
Sonja Janssens
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Target Language ◽  
Social Psychological ◽  
L2 Proficiency ◽  
Positive Attitudes ◽  
External Context ◽  
German School ◽  
German Speaking ◽  
Learning English

SLA is as much a product of learner-internal as of contextual, learner-external factors but the latter have been relatively underinvestigated in mainstream SLA research. This research focuses on German-speaking pupils learning English in four different educational contexts (n=4x26), representing four discrete points on the traditional foreign language - second language context continuum: a regular German school near Munich (Germany), the European School (ES) in Munich, the ES in Brussels (Belgium), and the ES in Culham (UK). Two dependent variables have been studied: global L2 proficiency and L2 social-psychological dispositions. The study reveals significant differences in global L2 proficiency amongst the four contexts. The results suggest that a high functional importance of the target language in the learning environment stimulates L2 proficiency development. In terms of social-psychological dispositions, no important differences were found amongst the four contexts; pupils in all four contexts demonstrate positive attitudes towards (learning) English and are highly motivated.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Social Presence ◽  
Point Of View ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language And Culture ◽  
The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

scholarly journals Motywacja do nauki języka angielskiego w drugiej klasie szkoły podstawowej

Neofilolog ◽  
2017 ◽  
pp. 119-141
Author(s):  
Małgorzata Baran-Łucarz
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Second Graders ◽  
External Factors ◽  
Target Language ◽  
Questionnaire Study ◽  
Self Perception ◽  
Internal Factors ◽  
Motivation Level ◽  
Level Of Motivation

The main aim of this paper is to report the outcomes of a questionnaire study diagnosing children’s level of motivation to master English and its potential correlates, conducted among 78 primary school second graders attending one of the biggest public primary schools in Wrocław, Poland. The presentation of results is preceded by a brief overview of motivation models in SLA and analysis of earlier theoretical discussions and research in this area. The data suggest that the motivation level of the participants was high. Interestingly, the internal factors were found to be stronger correlates of motivation intensity (r = .68) than external factors (r = .40/ r = .42). More specifically, the factors most strongly related to motivation were as follows: integrative motives (r = .67), L2 user self-perception (r = .58) and aesthetic assessment of the target language (r = .54).

scholarly journals STRATEGI PEMBELAJARAN MENULIS PARAGRAF ARGUMENTASI BERBASIS SAINTIFIK PADA PESERTA DIDIK SD NEGERI SUNGAI PINYUH

2018 ◽  
Vol 1 (2) ◽  
pp. 188
Author(s):  
Yuliana Yuliana
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Creative Thinking ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Interest And Motivation

 Learning to write paragraphs of argument in primary schools has not been entrenched because of the lack of interest and motivation of learners to learn to write. The scientific approach in Indonesian language learning especially in writing argumentation is one strategy that can be used to encourage and motivate learners to be more interested in writing an essay of argumentation based on critical and creative thinking. This study aims to describe the implementation of learning to write paragraphs of argumentation with a scientific approach in grade IV primary school. The subjects of this study were classroom teachers, and the fourth grade students at SDN 02, SDN 07 and SDN 08 Sungai Pinyuh. The results of this study indicate that (1) Learning to write paragraphs of argument has been implemented in accordance with the RPP that is designed based on scientific, (2) Learning to write paragraph argumentation has been done by teacher in accordance with scientific step, (3) the teacher has not been skilled in the use of learning resources, (4) Learning outcomes of learners in writing paragraphs argumentation approach scientifically indicate that learners can pour the contents of the idea well. Keywords : Writting, Paragraph Argumentation, Saintific Approach

scholarly journals Encouraging Students to Have Positive Attitudes Toward Learning English

2016 ◽  
Vol 3 (2) ◽  
pp. 122-130 ◽  
Author(s):  
Abdullah Syukur
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
Self Esteem ◽  
Target Language ◽  
Learning Attitudes ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Intellectual Capacity ◽  
Language Attitude ◽  
Learning English

A positive attitude is a powerful tool that fosters enthusiasm, promotes self-esteem, and creates an atmosphere conducive to learning. Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. Attitudes could be viewed as a tendency to respond positively or negatively towards a certain thing, idea, person, situation etc. The attitudes that the students should have are attitude towards the language, attitude towards learning the language, attitude towards the language teacher, and attitude towards school in general. This study focuses on discussing about encouraging students to have positive attitudes toward learning English.

scholarly journals Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives

2021 ◽  
Vol 6 (1) ◽  
pp. 96-104
Author(s):  
Dian Novita ◽  
Oikurema Purwati
Keyword(s):  
Junior High School ◽  
Intercultural Competence ◽  
Target Language ◽  
Public And Private ◽  
English Curriculum ◽  
Teaching Culture ◽  
Language And Culture ◽  
Positive Attitudes ◽  
Study Results ◽  
Efl Teachers

It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account. HIGHLIGHTS: The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial. The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.  

scholarly journals Language and emotions: a follow-up study of ‘moral allegiances’- the case of Wiktoria

2019 ◽  
Vol 10 ◽  
pp. 172-185
Author(s):  
Malgorzata Machowska-Kosciak
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Field Work ◽  
Theoretical Background ◽  
Her Family ◽  
Language And Culture ◽  
Follow Up Study ◽  
Cultural Ideologies ◽  
Communication Approach

This paper is a follow-up study of one Polish immigrant child’s early experience as she is attending different primary schools in Ireland. The focus is on how heritage language socialisation goals affect her goals and identity negotiation through her daily practices as she grows up in multilingual environment and try to find her place in a new country and society. We set out the theoretical background, methodology, final results from the longitudinal study (four years) involving such student and her family, as she also attends Polish weekend school in addition to her mainstream school. The theoretical and analytical approach combines Ethnography of Communication approach to data collection and field work (participant home and school observations, audio-recordings of child’s interactions with her peers, her teachers and parents, open-ended interviews, samples of her written work) with Discourse Analysis approaches (Duff, 1995; Davis & Harre 1990, Harre & Langenhove, 1999, Ochs & Capps, 2001). A particular focus is placed on positions and stances taken with respect to sociohistorical and cultural norms and values represented by each language and culture including religious practices. When a new language and culture are being socialized, they must inevitably affect individuals’ moral and emotional systems to a great extent. This is because, some unresolved conflicts of cultural allegiances and ambivalence about identity may shake one’s sense of belonging and even slow the learning process. It can impact on the later command of two languages and integration. On the other hand, “comfortable bicultural identity” and “non-ethnocentric views” of people in general, together with a strong aptitude for language learning, proved to be one of the main factors determining success in becoming skilled in two languages and two cultures (Lambert, 1962, in Paulson & Tucker 2006, pp.315-319). Thus, it is often admitted in the Language Socialisation literature that cultural ideologies not only have a profound effect on those who learn a new language, but also influence the learning and further socialisation of their first language and culture. This micro-analysis of language socialisation is contextualized within a more holistic account of the Polish community in Ireland (Singleton, 2007) - a community culturally shaped by, and in turn shaping, wider societal and cultural ideologies, values and power relations.

scholarly journals Postoje žiakov 4. ročníku základných škôl v okrese Zvolen k telesnej a športovej výchove

2012 ◽  
Vol 6 (2) ◽  
pp. 112-125
Author(s):  
Peter Mesiarik
Keyword(s):  
Education Research ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Basic Research ◽  
Research Tool ◽  
Sport Education ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education ◽  
Students First

This paper presents the results of research to determine attitudes of students 4thgrades of primary schools in the district Zvolen to physical and sport education. Research set consisted of 553 students from 8 urban and 8 village primary schools. As a basic research tool was a standardized questionnaire designed for attitudinal students first primary school. The authors found that boys and girls more positive and very positive attitudes toward physical and sport education over the indifferent attitudes. Students of urban primary schools had more positive attitudes than students of village primary schools. The most indifferent attitudes toward physical education for pupils showed low-class village primary schools, where are poor conditions for physical and sport education.

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