Please enable JavaScript.
Coggle requires JavaScript to display documents.
Language Learning Motivation - Transition from Primary to Secondary school…
Language Learning Motivation - Transition from Primary to Secondary school
lg learning motivation
common view: younger learner are better
enthusiasm in response to new challenges
more positive attitudes
however: they might stop being enthusiastic
having negative attitudes towards L2
games and other plays can be boring
flux
struggle with their sense of self
late learners
want to achieve proficiency quickly
greater academic demands
transition
several critical issues
shift from student-centered methodology to teacher-directed lessons
student-teacher expectations can be mismatched
the lack of coordination and communication
L2 proficiency outcomes are varied
Primary school L2 teachers are not trained well ever time
fragile moment
transition
Pfenninger and Lendl
complex process
attitudes and self-efficacy before and after
abandonment of certain activities can mean the risk of loss (secondary school)
Munoz an colleagues
secondary school is a completely new start
repetitive nature of EFL in secondary school
individual variation, shool and class diversity play a significant role
primary school: heterogeneous groups
mixed ability classes
Pfenninger
secondary schools reduce inequalities between not similar groups
implicit-explicit dichotomy
implicit dimension
automatic, non-conscious and powerful mechanism
can be accessed quickly and without effort
requires intensive exposure
explicit dimension
resource-intensive, requiring attention
mature learners are better at this
lg learning motivation
studies in Catalonia
motivational orientation can be different
primary school
secondary school
instrumental motivation (higher)
Tragant
biological age is a more determinant factor than the amount of instruction
Pfenninger and Singleton
late starters can catch up
their motivation are goal and future focused
class size has an impact on motivation
social and educational school context
content on the whole (late starters)
dealing with challenging aspects (early starters)
new teaching style