The aim of this article is to explore the relationship between opinions, background factors, and learning outcomes of Finnish 9th graders learning English. Two sets of data were analysed: (a) the students' (n = 1,219) proficiency obtained from the English tests of national evaluation of learning outcomes and (b) the students' answers to the background questionnaire exploring their opinions about learning English. The data were analysed statistically using structural equation modelling. Two factors were formed: an opinions factor built from the questionnaire items, and a proficiency factor built from the measures of four language subskills. The results revealed that the students' opinions of English predicted their proficiency, which was also predicted by the students' mother tongues (L1s) and future study plans. It also appeared that the opinions of English were more positive for those students who planned to continue in general upper secondary school, which, in turn, resulted in that the opinions in this group predicted their proficiency especially strongly.
Luopumalla eri kielten lokeroajattelusta ja omaksumalla uudenlainen näkemys kielten opiskeluun tuotettaisiin suurempaa kielitaitohyötyä niin työelämässä kuin sen ulkopuolellakin. Language for Jobs työryhmä on etsinyt ratkaisuja kielitaitotarpeiden ja kielikoulutuksen tarjonnan kohtaamisen ongelmiin.
The content of the criteria used in assessing vocationally oriented language competence in the Finnish Competency-Based Qualifications was examined. The data consisted of the National Core Curricula, eight education providers' assessment criteria used in rating performances in the Qualification of Business and Administration, and thematic interviews conducted with 12 language teachers and four workplace experts. The data were analysed qualitatively. The results showed that on the lower levels of language competence (CEFR levels A1-B1), sociolinguistic and pragmatic competences were considered important in compensating for lacking linguistic competence. The findings will be useful in further defining the content of professional language competence for teaching purposes, and, in particular, when designing workplace oriented assessment criteria.
L’article résume les résultats d’un questionnaire en ligne produit pour le projet Conscience linguistique dans les matières scolaires, financé par le Centre Européen des Langues Modernes. Le but est d’explorer les problèmes langagiers des étudiants de L2 dans les classes disciplinaires, et d'identifier dans quelles situations, et comment les enseignants soutiennent leurs étudiants. Les résultats montrent que les défis principaux sont le vocabulaire disciplinaire, les discussions de classe, les présentations orales et la rédaction de textes cohérents. Les enseignants soutiennent leurs étudiants en les aidant avec le vocabulaire, en leur demandant de s’aider mutuellement et en reformulant les instructions. L’étude a des implications pour illustrer comment définir les objectifs langagiers des disciplines et rédiger des matériaux dans ce but.
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