The learner: Do individual differences matter?

Transcription

1 The learner: Do individual differences matter? Prof. Jelena Mihaljević Djigunović University of Zagreb, Croatia Dr. Lucilla Lopriore University Roma Tre, Italy European commission, Lifelong Learning programme

2 Plan of the presentation Introduction Research design Characteristics of YLs at the start Development of learner characteristics over three years YL characteristics & YL achievement Conclusion

3 Introduction COMMON BELIEFS ABOUT YOUNG FL LEARNERS Positive attitudes High motivation No language anxiety Learn through imitation No metalinguistic awareness Successful at FLL

4 Introduction Are all young learners the same? Individual differences do exist among YLs too!

5 Aims of the study Are there individual differences among YLs? How do YL characteristics develop over time? What is the relationship of YL characteristics & achievement? What can be done to engage YLs potentials to the full?

6 Sample Whole sample (N=1,459) Focal learners (N=308)

7 Research design & procedures Comparison of focal learners with whole sample representativeness Timeline: 2008 to 2010 changes in learner characteristics over time Analysis of children s reports in 2008 and in 2010 Achievement: Listening scores

8 Foci & instruments Research foci in the study Attitudes & motivation Instruments Smiley questionnaires Oral interviews Linguistic self-confidence Parents' questionnaire Classroom observation Teacher report Linguistic outcomes Listening tasks

9 Oral interview What do you like best in your FL classes? Why? Do you learn FL as fast as others in class, or faster, or slower? How do you know? Instruments

10 Parents questionnaire How does your child feel about FL learning, in your opinion? Please circle yes or no. Your child is keen to learn FL yes / no Your child takes pride in learning FL yes / no Your child finds learning FL hard yes / no Your child likes to talk in FL yes / no Your child feels worried and insecure about using FL yes / no Instruments

11 Listening tasks 5. Instruments

12 Procedure Administration of instruments each year YLs reaction to investigations

13 FINDINGS (2008)

14 Attitudes & motivation Findings 2008

15 How do you feel about learning the foreign language? (Smileys 2008) 3,92% 25,07% 71,01% Findings 2008

16 How do you feel about learning new words in the foreign language this year? (Smileys 2008) 6,40% 13,45% 80,15% Findings 2008

17 Is the foreign language easier or more difficult for you this year? (Smileys 2008) More difficult 17,57% Easier 49,25% Same 33,18% Findings 2008

18 Which is your favourite subject? (Interview 2008) all subjects 3,2% FL only 19,0% FL plus another 10,5% no FL mentioned 67,3% Findings 2008

19 What do you like best in your FL classes? (Interview 2008) Coursebook exercises Acting & 5% Role playing 6% Stories 3% Speaking 3% Singing 20% Other 14% Lexis 24% Games 25% Findings 2008

20 I dislike when we only colour, then my hand hurts. when we write because my hand hurts when I write for long. the game in which you have to pinch each others thumbs. Everyone pinches only their best friends and that isn t funny. some long songs. when T has to get angry because children talk. when other pupils do not pay attention. when everyone gets a turn two times, but I only get one turn. when I have to speak without practising first. when words are not known. doing things I already know. Findings 2008

21 What do you dislike in your FL classes? What do you dislike in your FL classes? (Interview 2008) nothing 5% 4% 16% 45% teacher actions everything other pupils' behaviour 6% 5% 8% 11% writing singing lexis other Findings 2008

22 In which of these classrooms would you learn FL best? Four classrooms: Traditional Group work Circle Different things Findings 2008

23 In which of these classrooms would you learn the foreign language best? (Interview 2008) circle 20,6% different 3,2% group work 19,6% traditional 56,6% Findings 2008

24 Learners self-perception

25 Do you think you learn FL as fast as other children in class, or faster, or slower? (Interview 2008) faster 29,0% I don't know 4,0% as fast as others 46,4% slower 20,6% Findings 2008

26 Learners support at home

27 Do your parents/brothers/sisters help you in the foreign language? (Interview 2008) Yes 66,3% No 33,7% Findings 2008

28 Learners exposure outside school

29 Have you ever met someone who doesn't speak your language? (Interview 2008) Yes 47,1% No 52,9% Findings 2008

30 Development of learner characteristics From 2008 to 2010

31 How would you expect these to change over time? Decide as a group and circle one of the symbols next to each picture: (will decrease) = (will remain the same) (will increase) Developments

32 always unhappy 13% How do you feel about learning the foreign language? ( ) became unhappy 18% always happy 54% became happy 15% Developments

33 Is the foreign language easier or more difficult for you this year? ( ) always difficult 29% always easier 26% became difficult 23% became easier 22%

34 How do you feel about learning new words in the foreign language? ( ) became unhappy 17% always unhappy 8% became happy 11% always happy 64%

35

36 Change in self-perception Worse than % Always worse 7% Always same 34% Better than % Always better 13% Developments

37 In which of these classes would you learn FL best? Always circle Groupwork only in % Traditional only in % Always group work Always traditional Developments

38 Parents' support ( ) 57% 14% 14% 15% no-no no-yes yes-no yes-yes

39 Have you ever met someone who doesn't speak your language? ( ) 33% 13% 23% 31% no-no no-yes yes-no yes-yes

40 Learner characteristics & language achievement (listening comprehension) (2010)

41 How do you feel about learning the foreign language? 600 sad face neutral happy face mean Tpoint Rasch ,6 518,0 487,6 467,7 477,7 428, Learner characteristics and achievement

42 Preferred activities in the foreign language Reading 557,0 Speaking 550,2 Games 507,5 Listening 499,2 Singing 495,7 Lexis 467, mean Tpoint Learner characteristics and achievement

43 Do you think you learn the foreign language as fast as other children, or faster, or slower? 600 slower same faster mean Tpoint ,7 511,5 453,6 560,1 509,7 444, Learner characteristics and achievement

44 In which of these classrooms would you learn the foreign language best? 600 traditional group work circle mean Tpoint ,7 499,8 485,8 543,4 518,2 442, Learner characteristics and achievement

45 Parents' support no yes 540 mean Tpoint ,3 507,0 514,8 492,

46 Have you ever met someone who doesn t speak your language? No Yes 531,7 528,8 500 mean Tpoint ,6 475,

47 Emerging profiles

48 Characteristics distinguishing higher & lower achievers Gender Confidence Gender Confidence Motivation Preferences for activities Attitudes to teaching

49 LEARNER Attitudes Motivation Self-perception EXTERNAL FACTORS Educational policy School level policy Immediate learning environment ACHIEVEMENT Linguistic Non-linguistic

50 What can be done to make sure YLs develop their full FL learning potentials?

51 THANK YOU FOR YOUR ATTENTION!

52 The ELLiE research project is supported by a European Commission grant under the Lifelong Learning Programme, Project n LLP 2007 UK KA1SCR. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. An additional British Council grant supports the Croatian research team.