ABSTRACT In the context of the UK language learning crisis, several studies have aimed to influence student attitude towards languages via school interventions, with mixed results. A six-session tacking diverse metalinguistic issues (e.g. cognitive benefits of language learning, world languages) was carried out in three secondary schools in England, using both whole-class and small-group teaching. The study included a hitherto unmet aim, that of changing mindsets in mixed-ability settings, including students with the most negative language mindsets. Pre-post differences reveal that beliefs about language learning improved more than self-efficacy. Inclination to continue modern foreign language (MFL) study improved more in those students initially most disinclined to continue. Given the well-known gender divide in MFL uptake, it was pleasing to note that the intervention showed greater effect on boys than girls. Qualitative and quantitative data suggest that the intervention might have had a small ‘equalising’ effect in gender differences, in that boys’ self-efficacy improved more than girls’. The study concludes that the dual delivery (whole-class teaching and in-school mentoring, delivered by older students in the same school) offers a promising format, but that, in order to achieve greater effects, more contact time and more mentor preparation are needed.

中文翻译：

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改变关于现代语言的语言观念：学校干预

摘要在英国语言学习危机的背景下，一些研究旨在通过学校干预来影响学生对语言的态度，结果不一。在英格兰的三所中学中，采用全班授课和小组授课的形式，进行了六堂课，讨论了各种元语言问题（例如语言学习的认知优势，世界语言）。该研究包括迄今为止尚未实现的目标，即在具有多种否定语言能力的学生中改变混合能力环境中的思维方式。岗前差异表明，关于语言学习的信念比自我效能得到了更大的提高。在最初最不愿意继续学习的学生中，继续现代外语（MFL）学习的倾向得到了更大的改善。鉴于MFL吸收方面的性别差异众所周知，令人高兴的是，该干预措施对男孩的影响大于对女孩的影响。定性和定量数据表明，该干预措施可能对性别差异产生较小的“均衡”作用，因为男孩的自我效能比女孩有所提高。该研究得出的结论是，双重授课（全班教学和校内辅导，由同一所学校的年长学生授课）提供了一种有希望的形式，但为了取得更大的效果，需要更多的联系时间和更多的导师准备需要。