Teaching and learning MFL
Motivation
Papers & recommended reading | Editorial reviews | Task for traineesThe gender gap in modern
languages: a comparison of attitude and performance in Y7 and Y10
Davies B. (2004) Language Learning Journal, 29, pp 53-58 (pdf document)
This paper explores the differences between girls and boys’ attitude and performance in modern languages in two year groups, Y7 and Y10.
Dealing with the gender gap in education is high on the national agenda. The underperformance of boys in modern languages is greater than in other subjects. Even though GCSE results are getting better in this subject, the gap remains wide between girls and boys’ achievement.
The study compares the attainment of boys and girls in Y7 and Y10 as well as their attitude to the subject. The gender gap seems to be present as early as in the first term of learning a foreign language at secondary school.
The findings have significant implications for modern language teaching
and learning at KS3, as greater focus is now being placed on this key stage,
and KS2, with the implementation of the National Languages Strategy.
The school exchange visit:
effects on attitudes and proficiency in language learning
Fisher L. and Evans M. (2000) Language Learning Journal, 22, pp
11-16
This paper presents the findings of a study involving Y9 students who took part in a French exchange and how their experience impacted upon their proficiency in French and attitude towards France.
Many British schools organize exchanges with schools abroad in order to increase motivation, linguistic confidence and cultural awareness. Pupils see exchanges as a way to improve their language skills, be with friends, see new places, etc.
This study aims to show the extent to which an exchange programme can improve pupils’ language acquisition, the skills which are the particular beneficiaries and whether an exchange affects pupils’ performance in the short term or in the long term. It also answers questions about the effect of an exchange on cultural awareness and how pupils adapt to “the total environment” that a family stay abroad provides.
It is evident according to the findings that exchange visits have a positive
effect on pupils’ performance and understanding. In the light of their study
the authors suggest a number of ideas forsupporting any exchange experience.
From bad to worse? Pupils’
attitudes to Modern Foreign Languages at ages 14 and 15 (pdf
document)
Stables A. and Wikeley F. (1999) Language Learning Journal, 20,
pp 27-31
The article presents results of a survey of school students about their perceptions of modern languages and about their reasons for liking or disliking them.
Comparing the results of this survey with a similar past survey, it appears that attitude towards modern languages has not improved since the mid-80s, despite exam changes at the end of the 80s and the higher status of modern languages in the National Curriculum in the 90s.
In the study boys' and girls’ attitudes towards modern languages in 1985 and 1996 are compared in terms of their subject preference and their views on subject importance. Modern languages do not do well, and this, for a range of factors: perceived usefulness to get a job, enjoyment of the subject, level of difficulty, self-esteem, and length of studies.
Curriculum planning needs to address the above issues and enable an increase
in pupils’ enjoyment of modern languages as well as an increase in their
motivation to succeed in a subject that could well be useful in their future
career.
