Attitudes and Motivation in Early Foreign Language Learning
Keywords:
attitudes, early foreign language learning, motivation, young learner
Abstract
This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these af-fective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research. Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.Downloads
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References
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perspectives on teaching and learning modern languages (pp. 46-76). Clevedon: Multilingual Matters.
Clément, R., Dörnyei, Z., & Noel, K. A. (1994). Motivation, self-confidence, and group cohesion in
the foreign language classroom. Language learning, 44(3), 417–448.
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Csapó, B., & Nikolov, M. (2002, April). The relationship between students’ foreign language
achievement and general thinking skills. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, USA.
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development of language education policies in Europe. Main version. Strasbourg: Council of Europe, Language Policy Division. Retreived 10.7.2012 from http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf
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Dörnyei, Z. (2005). The Psychology of the Language learner. Individual differences in second language acquisition. London: Lawrence Erlbaum Associates, Inc.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalisation: A
Hungarian perspective. Clevedon: Multilingual Matters
Edelenbos, P., Johnstone, R., & Kubanek, A. (2007). Languages for the children of Europe: Published research, good practice and main principles. Retreived 31.5.2011 from http//ec.europa,eu/education/policies/lang/doc/youngsum_en.pdf
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Retreived 11.7.2010 from http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//
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Gardner, R. C. (2010). Motivation and second language acquisition: the socio-educational model. New York: Peter Lang.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition.
Canadian Journal of Psychology, 13(4), 266–272.
Gardner, R. C., & Lambert, W. E. (1972). The Attitude/Motivation Test Battery-revised manual.
London, Ontario: The University of Western Ontario, Language Research Group.
Grahan, S. (2004). Giving up on modern foreign languages? Students’ perceptions of learning
French. The Modern Language Journal, 88, 171–191.
Harris, J., & Conway, M. (2002). Modern languages in Irish primary schools. An evaluation of the
National Pilot Project. Dublin: Institúid Teangeolaíochta Éireann.
Julkunen, K., & Borzova, H. (1996). English language learning motivation in Joensuu and
Petrozavodsk. Joensuu: University of Joensuu.
Lasagabaster, D. (2003). Attitudes towards English in the Basque Autonomous Community. World Englishes, 22, 585–597.
Limić, B. (1983). Motivacija za učenje stranog jezika [Motivation for FL learning]. Strani jezici, 3,
150–156.
Low, L., Brown, S., Johnstone, R., & Pirrie, A. (1995). Foreign languages in primary schools evaluation of the Scottish pilot projects 1993–1995. Final report. Scottish CILT.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on
willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537–564.
MacKey, A., & Gass, S. M. (2005). Second language research. Methodology and design. Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
Marschollek, A. (2002). Kognitive und affektive Flexibilität durch fremde Sprachen: eine empirische Untersuchung in der Primarstufe. [Cognitive and affective flexibility in foreign languages. Empirical study of first grade]. Münster: Lit.
Masgoret, A., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A metaanalysis of studies conducted by Gardner and associates. Language Learning, 53, 123–163.
Mihaljević Djigunović, J. (1998). Uloga afektivnih faktora u učenju stranoga jezika [Role of affective factors in FL learning]. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.
Mihaljević Djigunović, J. (2007). Afektivni profil, aspiracije i percepcija nastave hrvatskih učenika
engleskog jezika [Croatian EFL learners’ affective profile, aspirations and attitudes to English classes]. Metodika, 14, 115–126.
Mihaljević Djigunović, J. (2009). Impact of learning conditions on young FL learners’ motivation.
In M. Nikolov (Ed.), Early learning of modern foreign languages. Processes and outcomes (pp. 75–89). Bristol, UK: Multilingual Matters.
Mihaljević Djigunović, J. (2009, March). Learner behavior and learning outcomes: Insights from
the YL classrooms. Paper presented at the American Association of Applied Linguistics conference, Denver, CO.
Mihaljević Djigunović, J. (2012). Early EFL learning in context – Evidence from a country case study. London: The British Council.
Mihaljević Djigunović, J., & Bagarić, V. (2007). A comparative study of attitudes and motivation of Croatian learners of English and German. SRAZ, 52, 259–281
Mihaljević Djigunović, J., & Lopriore, L. (2011). The learner: do individual differences matter? In J. Enever (Ed.), ELLiE: Early language learning in Europe (pp. 29–45). London, UK: The British Council.
Mihaljević Djigunović, J., & Vilke, M. (2000). Eight Years After: Wishful thinking vs facts of life.
In J. Moon & M. Nikolov (Eds.), Research into teaching english to young learners (pp. 66–86). Pécs: University Press Pécs.
Nikolov, M. (1999). “Why do you learn English?” “Because the teacher is short”: A study of
Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33–65.
Nikolov, M. (2002). Issues in English language education. Bern: Peter Lang.
Nikolov, M. (2003). Angolul és németül tanuló diákok nyelvtanulási attitűdje és motivációja.
[Attitudes and motivation of learners of English and German]. Iskolakultúra, 13(8), 61–73.
Nikolov, M. (2007, February). Early modern foreign language programmes and outcomes: factors contributing to achievements of Hungarian learners. Paper presented at TEMOLAYOLE conference, Pécs, Hungary.
Nikolov, M., & Csapó, B. (2002) Twelve-year-olds’ attitudes towards classroom activities and their performances on tests of English and German as a foreign language. American Association of Applied Linguists Annual Conference, Salt Lake City, U.S.A.
Nikolov, M., & Józsa, K. (2003). Idegen nyelvi készségek fejlettsége angol és német nyelvből a 6. és 10. évfolyamon a 2002/2003-as tanévben. [Factors influencing achievement in English and German as foreign languages]. Budapest: Országos Közoktatási Értékelési és Vizsgaközpont. Retreived from http://www.om.hu/letolt/okev/doc/orszmer2003/idegen_nyelv_beliv.pdf
Nikolov, M., & Józsa, K. (2006). Relationships between language achievements in english and
german and classroom-related variables. In M. Nikolov, & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics (pp. 197–224). Pécs: Lingua Franca Csoport, PTE.
Olshtain, E., Shohamy, E., Kemp, K., & Chatow, R. (1990). Factors predicting success in EFL among culturally different learners. Language Learning, 40, 23–44.
Pawlak, M. (2012).The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249–278.
Pinter, A. (2011). Children learning second languages. Basingstoke, UK: Palgrave Macmillan.
Robinson, P. (Ed.) (2002). Individual differences in instructed language learning. Amsterdam/
Philadelphia: John Benjamins Publishing Company.
Szpotowicz, M., Mihaljevic Djigunovic, J., & Enever, J. (2009). Early Language Learning in Europe:
a multinational, longitudinal study. In J. Enever, J. Moon & U. Raman (Eds.), Young learner english language policy and implementation: International perspectives (pp. 141–147). Kent, UK: IATEFL.
Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 237-276). Clevedon: Multilingual Matters.
Tragant, R., & Muñoz, C. (2000). La motivación y su relación con la edad en un contexto escolar de aprendizaje de una lengua extranjera.[Motivation and its relationship to age in language learning in the school context]. In C. Muñoz (Ed.), Segundas Lenguas. Adquisición en el Aula (pp. 81–105). Barcelona: Ariel.
Vilke, M. (1979). English as a foreign language at the age of eight. SRAZ, 24, 297–336.
Vilke, M. (1993). Early foreign language teaching in Croatian primary schools. In M. Vilke & Y.
Vrhovac (Eds.), Children and foreign languages I (pp. 10–27). Zagreb: Faculty of Philosophy.
Vilke, M., & Vrhovac, Y. (Eds.) (1993). Children and foreign languages I. Zagreb: Faculty of
Philosophy.
Vilke, M., & Vrhovac, Y. (Eds.) (1995). Children and foreign languages II. Zagreb: Faculty of
Philosophy.
Vrhovac, Y. (Ed.) (1999). Strani jezik u osnovnoj školi [Foreign language in primary school]. Zagreb: Naklada Ljevak.
Vrhovac, Y. (Ed.) (2001). Children and foreign languages III. Zagreb: Faculty of Philosophy.
Williams, M., Burden, R., & Lanvers, U. (2002). ‘French is the language of love and stuff’: Student
perceptions of issues related to motivation in learning a foreign language. British Educational
Research Journal, 28(4), 504–528.
Bernaus, M., Cenoz, J. Espí, M. J., & Lindsay, D. (1994). Evaluación del aprendizaje del inglés en
niños de cuatro años: Influencias de las actitudes de los padres, profesores y tutores. [Assessment of EFL learning in four-year-old children. Impact of teacher, parent and gardian attitudes]. APAC of News, 20, 6–9.
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., & Taeschner, T.
(1998). Foreign languages in primary and pre-school education. London: CILT.
Burstall, C. (1975). Primary French in the balance. Foreign Language Annals, 10(3), 245–252.
Chambers, G. (2000). Motivation and the learners of modern languages. In S. Green (Ed.), New
perspectives on teaching and learning modern languages (pp. 46-76). Clevedon: Multilingual Matters.
Clément, R., Dörnyei, Z., & Noel, K. A. (1994). Motivation, self-confidence, and group cohesion in
the foreign language classroom. Language learning, 44(3), 417–448.
Commission of the European Communities (2003). Promoting language learning and linguistic
diversity: An action plan 2004–2006. Retreived 19.7.2012, from www.eu.int/comm/education/doc/official/keydoc/actlang/act_lang_en.pdf
Csapó, B., & Nikolov, M. (2002, April). The relationship between students’ foreign language
achievement and general thinking skills. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, USA.
Council of Europe (2007). From linguistic diversity to plurilingual education: Guide for the
development of language education policies in Europe. Main version. Strasbourg: Council of Europe, Language Policy Division. Retreived 10.7.2012 from http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40(1), 45–78.
Dörnyei, Z. (2005). The Psychology of the Language learner. Individual differences in second language acquisition. London: Lawrence Erlbaum Associates, Inc.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalisation: A
Hungarian perspective. Clevedon: Multilingual Matters
Edelenbos, P., Johnstone, R., & Kubanek, A. (2007). Languages for the children of Europe: Published research, good practice and main principles. Retreived 31.5.2011 from http//ec.europa,eu/education/policies/lang/doc/youngsum_en.pdf
Enever, J. (Ed.) (2011). ELLiE: Early language learning in Europe. London, UK: The British Council.
European Parliament (2009). Multilingualism: an asset for Europe and a shared commitment.
Retreived 11.7.2010 from http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//
TEXT+TA+P6-TA-2009-0162+0+DOC+XML+V0//EN
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Gardner, R. C. (2010). Motivation and second language acquisition: the socio-educational model. New York: Peter Lang.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition.
Canadian Journal of Psychology, 13(4), 266–272.
Gardner, R. C., & Lambert, W. E. (1972). The Attitude/Motivation Test Battery-revised manual.
London, Ontario: The University of Western Ontario, Language Research Group.
Grahan, S. (2004). Giving up on modern foreign languages? Students’ perceptions of learning
French. The Modern Language Journal, 88, 171–191.
Harris, J., & Conway, M. (2002). Modern languages in Irish primary schools. An evaluation of the
National Pilot Project. Dublin: Institúid Teangeolaíochta Éireann.
Julkunen, K., & Borzova, H. (1996). English language learning motivation in Joensuu and
Petrozavodsk. Joensuu: University of Joensuu.
Lasagabaster, D. (2003). Attitudes towards English in the Basque Autonomous Community. World Englishes, 22, 585–597.
Limić, B. (1983). Motivacija za učenje stranog jezika [Motivation for FL learning]. Strani jezici, 3,
150–156.
Low, L., Brown, S., Johnstone, R., & Pirrie, A. (1995). Foreign languages in primary schools evaluation of the Scottish pilot projects 1993–1995. Final report. Scottish CILT.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on
willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537–564.
MacKey, A., & Gass, S. M. (2005). Second language research. Methodology and design. Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
Marschollek, A. (2002). Kognitive und affektive Flexibilität durch fremde Sprachen: eine empirische Untersuchung in der Primarstufe. [Cognitive and affective flexibility in foreign languages. Empirical study of first grade]. Münster: Lit.
Masgoret, A., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A metaanalysis of studies conducted by Gardner and associates. Language Learning, 53, 123–163.
Mihaljević Djigunović, J. (1998). Uloga afektivnih faktora u učenju stranoga jezika [Role of affective factors in FL learning]. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.
Mihaljević Djigunović, J. (2007). Afektivni profil, aspiracije i percepcija nastave hrvatskih učenika
engleskog jezika [Croatian EFL learners’ affective profile, aspirations and attitudes to English classes]. Metodika, 14, 115–126.
Mihaljević Djigunović, J. (2009). Impact of learning conditions on young FL learners’ motivation.
In M. Nikolov (Ed.), Early learning of modern foreign languages. Processes and outcomes (pp. 75–89). Bristol, UK: Multilingual Matters.
Mihaljević Djigunović, J. (2009, March). Learner behavior and learning outcomes: Insights from
the YL classrooms. Paper presented at the American Association of Applied Linguistics conference, Denver, CO.
Mihaljević Djigunović, J. (2012). Early EFL learning in context – Evidence from a country case study. London: The British Council.
Mihaljević Djigunović, J., & Bagarić, V. (2007). A comparative study of attitudes and motivation of Croatian learners of English and German. SRAZ, 52, 259–281
Mihaljević Djigunović, J., & Lopriore, L. (2011). The learner: do individual differences matter? In J. Enever (Ed.), ELLiE: Early language learning in Europe (pp. 29–45). London, UK: The British Council.
Mihaljević Djigunović, J., & Vilke, M. (2000). Eight Years After: Wishful thinking vs facts of life.
In J. Moon & M. Nikolov (Eds.), Research into teaching english to young learners (pp. 66–86). Pécs: University Press Pécs.
Nikolov, M. (1999). “Why do you learn English?” “Because the teacher is short”: A study of
Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33–65.
Nikolov, M. (2002). Issues in English language education. Bern: Peter Lang.
Nikolov, M. (2003). Angolul és németül tanuló diákok nyelvtanulási attitűdje és motivációja.
[Attitudes and motivation of learners of English and German]. Iskolakultúra, 13(8), 61–73.
Nikolov, M. (2007, February). Early modern foreign language programmes and outcomes: factors contributing to achievements of Hungarian learners. Paper presented at TEMOLAYOLE conference, Pécs, Hungary.
Nikolov, M., & Csapó, B. (2002) Twelve-year-olds’ attitudes towards classroom activities and their performances on tests of English and German as a foreign language. American Association of Applied Linguists Annual Conference, Salt Lake City, U.S.A.
Nikolov, M., & Józsa, K. (2003). Idegen nyelvi készségek fejlettsége angol és német nyelvből a 6. és 10. évfolyamon a 2002/2003-as tanévben. [Factors influencing achievement in English and German as foreign languages]. Budapest: Országos Közoktatási Értékelési és Vizsgaközpont. Retreived from http://www.om.hu/letolt/okev/doc/orszmer2003/idegen_nyelv_beliv.pdf
Nikolov, M., & Józsa, K. (2006). Relationships between language achievements in english and
german and classroom-related variables. In M. Nikolov, & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics (pp. 197–224). Pécs: Lingua Franca Csoport, PTE.
Olshtain, E., Shohamy, E., Kemp, K., & Chatow, R. (1990). Factors predicting success in EFL among culturally different learners. Language Learning, 40, 23–44.
Pawlak, M. (2012).The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249–278.
Pinter, A. (2011). Children learning second languages. Basingstoke, UK: Palgrave Macmillan.
Robinson, P. (Ed.) (2002). Individual differences in instructed language learning. Amsterdam/
Philadelphia: John Benjamins Publishing Company.
Szpotowicz, M., Mihaljevic Djigunovic, J., & Enever, J. (2009). Early Language Learning in Europe:
a multinational, longitudinal study. In J. Enever, J. Moon & U. Raman (Eds.), Young learner english language policy and implementation: International perspectives (pp. 141–147). Kent, UK: IATEFL.
Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 237-276). Clevedon: Multilingual Matters.
Tragant, R., & Muñoz, C. (2000). La motivación y su relación con la edad en un contexto escolar de aprendizaje de una lengua extranjera.[Motivation and its relationship to age in language learning in the school context]. In C. Muñoz (Ed.), Segundas Lenguas. Adquisición en el Aula (pp. 81–105). Barcelona: Ariel.
Vilke, M. (1979). English as a foreign language at the age of eight. SRAZ, 24, 297–336.
Vilke, M. (1993). Early foreign language teaching in Croatian primary schools. In M. Vilke & Y.
Vrhovac (Eds.), Children and foreign languages I (pp. 10–27). Zagreb: Faculty of Philosophy.
Vilke, M., & Vrhovac, Y. (Eds.) (1993). Children and foreign languages I. Zagreb: Faculty of
Philosophy.
Vilke, M., & Vrhovac, Y. (Eds.) (1995). Children and foreign languages II. Zagreb: Faculty of
Philosophy.
Vrhovac, Y. (Ed.) (1999). Strani jezik u osnovnoj školi [Foreign language in primary school]. Zagreb: Naklada Ljevak.
Vrhovac, Y. (Ed.) (2001). Children and foreign languages III. Zagreb: Faculty of Philosophy.
Williams, M., Burden, R., & Lanvers, U. (2002). ‘French is the language of love and stuff’: Student
perceptions of issues related to motivation in learning a foreign language. British Educational
Research Journal, 28(4), 504–528.
Published
2012-09-30
Section
FOCUS
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