Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.
The purpose of this study is to better understand conditions for foreign language (FL) learning in Sweden. Research suggests that foreign language learners benefit from informal target language (TL) exposure and use outside the classroom (e.g., Peters, 2018; Sundqvist, 2009). While studies conducted in a Swedish context show that there are rich opportunities to come in contact with the English language outside the classroom, little is known about the learners’ extramural exposure to and use of other FLs. In analogy with the term ‘Extramural English’ (Sundqvist, 2009), this study explores ‘Extramural French’. The study includes 59 university students enrolled in a French language course. Using the survey method, we investigated the participants’ engagement in Extramural French (frequency and type), and the relationship between language learning motivation, self-assessed proficiency, and frequency of Extramural French. The results showed that about half of the sample engaged in Extramural French on a relatively frequent basis. The most frequent extramural activities included listening to music, watching TV and films, and browsing online. About a third of the sample had regular access to social interaction in French. In addition, language learning motivation increased the likelihood to spend time on Extramural French activities. Overall, the study provides insights into the conditions for FL learning in a Swedish context.
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