Full Description
Taking three different perspectives, this book looks at primary school children's language learning motivation and language attitudes. In adopting a longitudinal perspective, the book fills a research gap and provides a macro-level analysis of motivational development over time. It reveals a surprising amount of stability in primary school children's motivational and attitudinal development.
The comparative perspective looks at the learners' affective dispositions with regard to English (theorized as a 'global language') and French (theorized as a 'national language'). The comparisons between global language and national language are relevant across the world, especially in situations where instruction in languages other than English struggles to get attention. The results reveal sizeable differences between the two languages, with children being substantially more motivated to learn English than to learn French.
Finally, the explanatory section identifies key antecedents of the learners' motivational and attitudinal dispositions - and thereby opens up paths for intervention relevant for those working in the field of language instruction.
Contents
1. Aims and Scope of the Book
2. Theoretical Perspectives on Motivation
3. Language Attitudes and Stereotypes
4. Research Sites, Research Questions and Methodology
5. The (in)stability of primary school children's motivational dispositions
6. The (in)stability of primary school children's attitudinal dispositions
7. Learners' evaluation of English and French in comparison
8. Factors influencing primary school children's language learning motivation and language attitudes
References
Appendix
Index
