Individual differences in early language learning: A study of English learners of French

This study from England involving 254 9 to 10 years who were learning French in schools has shown In early language learning individual difference can play a significant role. Generally young learners have a positive view towards language learning, however, a significant of pupils held negative views towards the language lessons and had negative perceptions of their own and current and future abilities in French. All leaners made small but significant progress, there was a variety in learner outcomes.

There is a complex and cyclical relationship between L1 literacy skills, self-efficacy and attainment. Language learning with this age group was found to be successful when all learners feel they are making progress and likely to achieve. When these learners enter secondary school, they need to have positive attitudes towards language learning but also have the tools to be successful.

The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9–10) to the first year in secondary school (Year 7; aged 11–12). Language outcomes were measured by two oral production tasks, a sentence repetition task and a photo description task, both of which were administered at three time points. Longitudinal data on learner attitudes and motivation were collected via questionnaires. Teacher assessment data for general first language literacy attainment were also provided. The results show a great deal of variation in learner attitudes and outcomes and that there is a complex relationship between first language literacy, self-efficacy, gender, and attainment. For example, in general, girls held more positive attitudes to boys and were more successful. However, the inclusion of first language ability, which explained 29–39 per cent of variation, shows that gender differences in attitudes and outcomes are likely mediated by first language literacy and prior learning experience.

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