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Pfenninger&Singleton - Coggle Diagram
Pfenninger&Singleton
THE MOTIVATIONAL DIMENSION OF EARLY INSTRUCTED FL LEARNING
younger learners show better attitudes toward FLL than olders
related to enthusiasm in response to new challenges
does not mean that secondary school students cannot have more positive attitude
CAUTION: not suitable teaching methods can have bad long-term consequences on attitudes and motivation toward FLL
no firm conclusion about longevity considering age of onset and motivation
older learners experience a faster pace in learning than younger ones initially
related to cognitive advantage regarding testing
urge to achieve proficient level of language use quickly
greater academic demands
older learners "seem to be more aware
of the importance of English as an international language"
olders can catch up within six months to ones with five more years of FLL (P&S, 2016)
early starters experience difficulties with transition between primary and secondary school
limited time of L2 instruction impacts motivation and perseverance negatively
but biological age is more determinating than the amount of L2 instruction
TRANSITION FROM PRIMARY TO SECONDARY SCHOOL
"transition from a more communicative and holistic approach to FL learning at primary level to a more formal and
consciousness-engaging approach at secondary level" (pp. 119.)
transition-related issues
mismatch in expected teaching methods between ST&T
"to infer rules without awareness" and “internalize the underlying rule/pattern without being explicitly focused on it" (implicit learning)
"conscious awareness on the part of learners as they attempt to understand material " (explicit learning)
lack of communication between primary and secondary school teachers
from ST-centred teaching approach to T-directed approach
different levels of initial language knowledge
mixed ability classes in primary school
primary school teachers are usually lack of language teaching training in some countries
not making aware of implicit knowledge may feel the lack of enough preparation for secondary education
repetition of learning what was done in primary school
can be more motivating (consolidation of knowledge) or less motivating (only repetition)