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Investigating the transition from elementary to secondary school: student perspectives of the continuum and receptive language proficiency
The Language Learning Journal Pub Date : 2021-02-17 , DOI: 10.1080/09571736.2021.1879906
Nils Jaekel 1 , Isabelle van Ackern 2 , Michael Schurig 3 , Ritter Markus 2
Affiliation  

ABSTRACT

With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines students' perceptions of the transition (N = 763) two months after they switched to secondary school in Germany. Analyses included descriptive statistics and logistic regression, which controlled for the impact of individual learner characteristics. Students' receptive language proficiency was assessed to investigate its relationship with students' perceptions at this early stage of the transition. Results showed that few students perceived the transition as a disruption from their prior experience, while 43% identify both similarities and changes. Looking forward to English in secondary school and higher cognitive functions decreased the odds of perceiving the transition as a disruption. Students with lower receptive language proficiency were more likely to perceive the transition as a disruption. Pedagogical implications include policymakers providing better guidance on expectations. Initial language assessments at the beginning of the transition, paired with questionnaires gauging students' expectations, fears and prior experience, may support teachers in better addressing their students' language needs.



中文翻译:

调查从小学到中学的过渡:学生对连续统和接受性语言能力的看法

摘要

随着小学早期外语学习 (EFLL) 项目的日益普及,向中学过渡是一个至关重要的桥梁。确保以学生的 L2 语言熟练程度为基础并逐步转变教学方法的平稳过渡是取得长期成功的关键。本研究考察了学生对过渡的看法(N= 763) 两个月后他们转到德国的中学。分析包括描述性统计和逻辑回归,它们控制了个体学习者特征的影响。评估学生的接受性语言能力,以调查其在过渡的早期阶段与学生感知的关系。结果表明,很少有学生认为这种转变是对他们之前经历的破坏,而 43% 的学生认为这两者有相似之处和变化。期待中学英语和更高的认知功能降低了将过渡视为中断的可能性。接受性语言能力较低的学生更有可能将过渡视为中断。教学影响包括政策制定者提供更好的预期指导。过渡开始时的初步语言评估,与衡量学生期望、恐惧和先前经验的问卷相结合,可以帮助教师更好地满足学生的语言需求。

更新日期:2021-02-17
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