Strengthening L3 French Motivation : The Differential Impact of Vision-Enhancing Activities
Rocher Hahlin, Céline LU and Granfelt, Jonas LU
(2021)
In Languages
6(1).
- Abstract
- Even though the European Union has promoted multilingualism for long, 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 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) and 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... (More)
- Even though the European Union has promoted multilingualism for long, 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 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) and 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 ease of accessing the self-images, characteristics of IL3S enhancing activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/286e73d0-06bf-4e71-916e-e2b727bf4db3
- author
- Rocher Hahlin, Céline
LU
and Granfelt, Jonas
LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- motivation, LOTEs, French as a foreign language, ideal self, intervention
- in
- Languages
- volume
- 6
- issue
- 1
- article number
- 47
- pages
- 16 pages
- publisher
- MDPI AG
- external identifiers
-
- scopus:85103511014
- ISSN
- 2226-471X
- DOI
- 10.3390/languages6010047
- project
- Motivating Students to Learn French
- language
- English
- LU publication?
- yes
- id
- 286e73d0-06bf-4e71-916e-e2b727bf4db3
- date added to LUP
- 2020-12-07 10:22:47
- date last changed
- 2023-02-01 21:51:40
@article{286e73d0-06bf-4e71-916e-e2b727bf4db3,
abstract = {{Even though the European Union has promoted multilingualism for long, 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 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) and 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 ease of accessing the self-images, characteristics of IL3S enhancing activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.}},
author = {{Rocher Hahlin, Céline and Granfelt, Jonas}},
issn = {{2226-471X}},
keywords = {{motivation; LOTEs; French as a foreign language; ideal self; intervention}},
language = {{eng}},
number = {{1}},
publisher = {{MDPI AG}},
series = {{Languages}},
title = {{Strengthening L3 French Motivation : The Differential Impact of Vision-Enhancing Activities}},
url = {{http://dx.doi.org/10.3390/languages6010047}},
doi = {{10.3390/languages6010047}},
volume = {{6}},
year = {{2021}},
}