Giving up on Modern Foreign Languages? Students' Perceptions of Learning French

Graham, Suzanne

doi:10.1111/j.0026-7902.2004.00224.x

Cited by 119 publications

(99 citation statements)

References 29 publications

(45 reference statements)

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“…Some studies on attitudes towards language learning such as Masgoret and Gardner (2003) and Fakeye (2010) have displayed that there is a strong relationship between attitude and language performance. Also, some others investigated the relations between attitudes and the level of academic achievement (Graham, 2004), and the beliefs and attitudes towards the use of language (Levine, 2003).…”

Section: Attitude and Foreign Language Learningmentioning

confidence: 99%

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

2017

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Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals' language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and selfefficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students' foreign language classroom anxiety.

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Section: Attitude and Foreign Language Learningmentioning

confidence: 99%

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

2017

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“…Yükleme kuramına göre çaba içsel kontrol odaklı olduğundan sağlıklı yükleme olarak kabul edilmektedir. Çaba yüklemesi ve başarı üzerindeki olumlu etkisine alan yazındaki diğer çalışmalarda da oldukça sık rastlanmıştır (Dong, Stupnisky ve Berry, 2013;Graham, 2004;Lei ve Qin, 2009;Pishghadam ve Zabihi, 2011;Williams ve Burden, 1999;Williams ve diğ., 2004).…”

Section: Atıflarunclassified

“…Alanyazında görüldüğü üzere başarı konusunda bir çok yükleme çalışması yapılmıştır (Cortés-Suárez ve Sandiford 2008; Dandy ve Nettelbeck, 2000;Hau ve Salili, 1993;Gobel, Mori, Thang, Kan ve Lee, 2011;Graham, 2004;Normandeau ve Gobeil, 1998;Park ve Kim, 1998;Robertson, 2000;Thang, Gobel, Nor ve Vijaya, 2011;Watkins ve Regmi, 1993). Bu çalışmalardan bazıları içsel/dışsal kontrol odağı boyutları üzerine yapılırken (Watkins ve Regmi, 1993), bazıları genç öğrenenler üzerine (Gipps ve Tunstall, 1998), bir kısmı cinsiyet farklılıkları ve yüklemeler üzerine (Fiorentine, 1988;Forgasz ve Leder,1996;Graham, 2004;Ryckman ve Peckham, 1987;Tulu, 2013), bazıları ise yaş farklılıkları ve yüklemeler üzerine yapılmıştır (Graham,2004;Williams ve Burden, 1999).…”

Section: Introductionunclassified

“…Bu çalışmalardan bazıları içsel/dışsal kontrol odağı boyutları üzerine yapılırken (Watkins ve Regmi, 1993), bazıları genç öğrenenler üzerine (Gipps ve Tunstall, 1998), bir kısmı cinsiyet farklılıkları ve yüklemeler üzerine (Fiorentine, 1988;Forgasz ve Leder,1996;Graham, 2004;Ryckman ve Peckham, 1987;Tulu, 2013), bazıları ise yaş farklılıkları ve yüklemeler üzerine yapılmıştır (Graham,2004;Williams ve Burden, 1999). Ayrıca bazı çalışmalar yüklemelerin öğrenciler arasındaki etkileşim üzerine etkisine odaklanırken (Ahles ve Contento, 2006;Juvonen ve Weiner, 1993), bir kısmı atıfların motivasyon üzerine etkisini incelemiş (Kozminsky ve Kozminsky, 2002;Schunk, 2003;Stevens, Werkhoven ve Catelijns, 2001;Tremblay ve Gardner, 1995), bazı çalışmalar yüklemeler ve akademik başarı ilişkisine odaklanmış (Erten ve Burden, 2014;Pishghadam ve Zabihi, 2011)ve bir kısmı da atıflar ile öz-yerlik, öz-saygı arasındaki ilişkiyi tespit etmeye çalışmıştır (Hsieh ve Schallert, 2008;Schunk ve Gunn, 1986;Sinha ve Gupta, 2006).…”

Section: Introductionunclassified

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A Phenomenological Research on Anadolu University Open Education Faculty Students' Attributions of Perceived Success

Taşkıran¹

2017

ENAD

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Öz. Akademik başarı algısı ve öğrencilerin başarı durumlarına yaptıkları atıflar öğrenciler üzerinde hem bilişsel hem de duyuşsal etkilere sebep olabilmektedir. Nedensel çıkarsama kuramına göre bireylerin elde ettikleri sonuçların arkasında yatan nedenlere yaptıkları atıflar onların devamlılık göstermelerine, gelecekteki başarı beklentilerine, motivasyonlarına ve dolayısıyla gelecekte gösterecekleri akademik başarıya etki eden en önemli unsurlardır. Bu çalışmada Anadolu Üniversitesi Açıköğretim Fakültesi (AÜAÖF) öğrencilerinin başarı algıları ve başarı durumlarına yaptıkları nedensel yüklemeler hakkında derinlemesine bilgi edinmek hedeflenmiştir. Atıfların bağlama ve bireye özgü doğasından yola çıkarak bu çalışmanın önemi AÜAÖF öğrencilerinin eğitim süreçlerinde başarı ve başarısızlık algılarına yönelik atıflarını doğrudan onlardan öğrenmektir. Bu amaçla fenomenolojik bir yaklaşımla herhangi bir ön çıkarımda bulunmadan öğrencilerle bağlı bulundukları programda kendilerinin başarılı bulup bulmadıkları ve bunun arkasında yatan nedenlerin neler olduğu konusunda çoklu görüşmeler gerçekleştirilmiştir. Bu atıfların ne derece sağlıklı ya da sağlıksız atıflar olduğu Weiner'ın nedensel çıkarsama kuramı çerçevesinde değerlendirilmiştir. Tespit edilen bulgulara göre başarı algısının kişiden kişiye göre değişkenlik gösterdiği, yapılan atıfların yükleme kuramı çerçevesinde yapılan araştırmaların bulgularıyla örtüştüğü ortaya çıkmıştır. Atıflardan yola çıkarak AÖF sistemi üzerine önerilerde bulunulmuştur.Anahtar Kelimeler: Açıköğretim, başarı algısı, yükleme kuramı, nedensel çıkarsama, motivasyon Abstract. Learners' perception of success and their achievement attributions have both cognitive and affective consequences on learners' performance. According to attribution theory, the interpretations of the causes of outcomes by individuals have been identified as the most significant factors influencing individual's persistence, expectancy of future success, motivation, and in return, academic achievement. This study aims to get detailed information about Anadolu University Open Education Faculty (AUOEF) students' perception of success and causal attributions related to their performances. With respect to attributions' context and individual specific nature, this study is significant as it aims to gather information related to attributions for perceived success directly from the students themselves. For this reason, without making any presumptions multiple open-ended interviews were conducted with the students on their perception of success and causal attributions with a phenomenological approach. The extent to which these attributions are healthy or unhealthy was examined according to Wiener's attributional model of achievement motivation. According to the findings it was revealed that perception of success varies from individual to individual and the attributions are similar to those ones in many other attribution studies in the literature. Based on the attributions of the participants, some suggestions were made for open educa...

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“…Several studies have researched English young people's attitudes towards learning languages (Evans and Fisher 2009;Filmer-Sankey and Marshall 2010;Graham 2004). An ongoing concern is that gaining a 'good' GCSE in a language is a greater challenge than in some other subjects due to perceived 'severe grading' of languages (ASCL 2014;Myers 2006;QCA 2008).…”

Section: Languages Perceived As a 'Difficult' And 'Challenging' Subjectmentioning

confidence: 99%

Towards ‘languages for all’ in England: the state of the debate

Hagger‐Vaughan

2016

The Language Learning Journal

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Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England's 11-16 state-funded secondary schools is also part of a wider debate concerning how to harness England's rich linguistic and cultural diversity and improve the quality and range of language skills of the country. While learning a second language throughout compulsory schooling is increasingly the norm across the world, fewer than 50% of 14-16 year olds in state-funded schools in England gained a modern language qualification (General Certification of Secondary Education or GCSE) in 2015. From 2015, recent government education policy has required the majority of pupils commencing secondary school to study a language to GCSE level, suggesting that schools who do not comply will be unable to gain the top inspection grade. This paper reviews the state of the debate examining divergent and contradictory perspectives within education policy and in the literature. It concludes by setting out six conditions for achieving this policy goal for enabling secondary schools to successfully implement a coherent and relevant languages curriculum for all young people, such that they can develop the linguistic and intercultural competencies needed to contribute to and thrive in increasingly diverse local and global communities.

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Giving up on Modern Foreign Languages? Students' Perceptions of Learning French

Cited by 119 publications

References 29 publications

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

A Phenomenological Research on Anadolu University Open Education Faculty Students' Attributions of Perceived Success

Towards ‘languages for all’ in England: the state of the debate

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