1,721,013 research outputs found
Routes into languages event evaluations in England 2014-15
No full textThis report presents the findings of an evaluation survey of Routes into Languages activities in England in 2014-15. It set out to collect information on learners' experiences of Routes activities and to measure indications of attitudinal change in the aftermath of events. The survey follows on from similar previous surveys in 2011-12, 2012-13 and 2013-14
Routes into languages event evaluations in England 2011-2012
No full textThis report presents the findings of a large-scale pilot evaluation survey of Routes into Languages activities in England in 2011-2012. It aimed to collect information on learners’ experiences of Routes events and to measure indications of attitudinal change in the immediate aftermath of events
What do learners’ beliefs about speaking reveal about their awareness of learning strategies?
No full textThis paper describes a pilot questionnaire study conducted with a class of Year 9 beginners in German in a comprehensive school, which set out to elicit information on learners' beliefs about speaking a foreign language, including their awareness of strategies. Findings revealed that most pupils showed knowledge of a range of cognitive, social and learning strategies and associated their use with achieving success in speaking. Pupils were found to place particularly strong emphasis on the importance of practice and revision. It will be suggested that, although these strategies should facilitate pupils' learning, they may not always be the most the most appropriate for coping with the demands of speaking. Responses from many learners also highlighted the importance for speaking of affective factors such as confidence, mood and anxiety. It will be argued that these issues may be inhibiting pupils from making the most of opportunities for practice in the classroom and from adopting the strategies needed to progress. It will therefore be recommended that learners should be made more explicitly aware of a variety of affective and communication strategies, which could help them to feel more comfortable and should encourage participation in classroom speaking activities
Languages recruitment, transition and motivation: where are we now?
No full textKeynote presentation at University of Birmingham Modern Foreign Languages Networking Conference for teachers, June 201
Routes into Languages 4th annual first-year undergraduate survey in England: students’ prior engagement with languages outreach and enrichment activities 2014-15
No full textThis report presents the findings of the fourth annual questionnaire survey of first year undergraduates (2014-15) at universities in England carried out by Routes into Languages. The survey aimed to elicit information on students’ prior engagement with languages outreach and enrichment activities while they were at school or college and their attitudes to the year abroad. 1729 questionnaires were returned by 40 Routes into Languages partner universities across England
Routes into Languages event evaluations in England 2013-14
No full textThis report presents the findings of an evaluation survey of Routes into Languages activities in England in 2013-14. It set out to collect information on learners' experiences of Routes activities and to measure indications of attitudinal change in the immediate aftermath of events. The survey follows on from similar previous surveys in 2011-12 and 2012-13
Routes into languages first year undergraduate survey in England and Wales: students' prior engagement with languages outreach and enrichment activities
No full textHard-going but worth it: a snapshot of attitudes to reading among languages undergraduates
No full textThis report is based on the results of a questionnaire survey, which investigated attitudes to reading among languages undergraduates in seven UK universitie
Seven hundred reasons for studying languages
No full textNew research by the UK Subject Centre for Languages has identified more than 700 reasons to study languages. It concludes that the strongest of these reasons are the personal benefits and enjoyment that people gain from learning a language. These findings are significant for the current campaign to encourage more people to learn languages in and out of school. The research project has created a taxonomy of reasons for language learning which will enable languages to be more effectively marketed, and will also provide information that could be used for the purposes of curriculum and course development. The research included an extensive review of academic and policy documents and a series of fieldwork studies, during which information on reasons for studying languages was obtained from language learners across two educational sectors (16 to 19s and undergraduates).<br/
‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes
No full textThis study has explored the motivational problem of speaking among language learners in an English secondary school. It set out from the premise that learners’ speaking is an important aspect of language learning but it is beset by a series of motivational difficulties, including lack of knowledge of oral progress, lack of awareness of how to improve, lack of confidence in speaking and an inability to say what they want to say. There has been little research into motivation in specific language skills among learners in UK schools despite evidence that speaking is associated with low levels of achievement. This study has sought to shed some light on this difficult aspect of language learning from the students’ perspectives.The study was conducted in a large, mixed comprehensive school in South East England in 2006-2007 and involved qualitative case studies of classes of students aged 11 to 14. Information was elicited by means of questionnaires, diaries and interviews. Performance data on students was also obtained from teachers (pseudonyms are used throughout when referring to the school, the teachers and the students). Although the study is small-scale, a series of key themes emerged from the data, which could help to inform developments in language teaching, research and policy. The findings of the study suggest that speaking is affected by a series of complex individual and social motivational variables that are not well understood but are, nonetheless, a source of tension for some learners
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