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‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes

‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes
‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes
This study has explored the motivational problem of speaking among language learners in an English secondary school. It set out from the premise that learners’ speaking is an important aspect of language learning but it is beset by a series of motivational difficulties, including lack of knowledge of oral progress, lack of awareness of how to improve, lack of confidence in speaking and an inability to say what they want to say. There has been little research into motivation in specific language skills among learners in UK schools despite evidence that speaking is associated with low levels of achievement. This study has sought to shed some light on this difficult aspect of language learning from the students’ perspectives.

The study was conducted in a large, mixed comprehensive school in South East England in 2006-2007 and involved qualitative case studies of classes of students aged 11 to 14. Information was elicited by means of questionnaires, diaries and interviews. Performance data on students was also obtained from teachers (pseudonyms are used throughout when referring to the school, the teachers and the students). Although the study is small-scale, a series of key themes emerged from the data, which could help to inform developments in language teaching, research and policy. The findings of the study suggest that speaking is affected by a series of complex individual and social motivational variables that are not well understood but are, nonetheless, a source of tension for some learners.
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790
Wright, Vicky
5a4085ca-99b1-43d4-92e0-8b36edbcf93a

Gallagher-Brett, Angela (2010) ‘Cool’ but ‘nerve-wracking’? An exploration of language learners’ motivational perspectives on speaking in an English secondary school. 2 volumes. University of Southampton, Faculty of Humanities, Doctoral Thesis, 290pp.

Record type: Thesis (Doctoral)

Abstract

This study has explored the motivational problem of speaking among language learners in an English secondary school. It set out from the premise that learners’ speaking is an important aspect of language learning but it is beset by a series of motivational difficulties, including lack of knowledge of oral progress, lack of awareness of how to improve, lack of confidence in speaking and an inability to say what they want to say. There has been little research into motivation in specific language skills among learners in UK schools despite evidence that speaking is associated with low levels of achievement. This study has sought to shed some light on this difficult aspect of language learning from the students’ perspectives.

The study was conducted in a large, mixed comprehensive school in South East England in 2006-2007 and involved qualitative case studies of classes of students aged 11 to 14. Information was elicited by means of questionnaires, diaries and interviews. Performance data on students was also obtained from teachers (pseudonyms are used throughout when referring to the school, the teachers and the students). Although the study is small-scale, a series of key themes emerged from the data, which could help to inform developments in language teaching, research and policy. The findings of the study suggest that speaking is affected by a series of complex individual and social motivational variables that are not well understood but are, nonetheless, a source of tension for some learners.

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Published date: November 2010
Organisations: University of Southampton, Modern Languages

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Local EPrints ID: 349429
URI: https://eprints.soton.ac.uk/id/eprint/349429
PURE UUID: 3eb86f2a-436a-42a0-bcf2-6461db7cfed0

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Date deposited: 04 Mar 2013 15:21
Last modified: 18 Jul 2017 04:42

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