ABSTRACT

The vocabulary content of the French MFL curriculum in England has received criticism (Häcker, M. 2008. Eleven pets and 20 ways to express one’s opinion: the vocabulary learners of German acquire at English secondary schools. The Language Learning Journal 36, no. 2: 215–26; Tschichold, C. 2012. French vocabulary in Encore Tricolore: do learners have a chance? The Language Learning Journal 40, no. 1: 7–19) for its small size, lack of thematic variety, and poor pedagogical exploitation in textbooks. Studies also note the small vocabulary knowledge of learners in UK compared with other French learners, ostensibly at the same CEFR B1 level (David, A. 2008. Vocabulary breadth in French L2 learners. The Language Learning Journal 36, no. 2: 167–80; Milton, J. 2006b. Language lite: learning French vocabulary in school. Journal of French Language Studies 16, no. 2: 187–205). This study examines the vocabulary content of the Studio series of French textbooks, first published in 2010, to see whether this situation has improved. Analysis shows the vocabulary loading of the textbooks has fallen over 40% compared with the previous books analysed by Tschichold (2012. French vocabulary in Encore Tricolore: do learners have a chance? The Language Learning Journal 40, no. 1: 7–19). This indicates a significant decline in the standard of learning for GCSE French since the vocabulary size of learners is so closely associated with their overall language proficiency. There are problems too with the thematic variety of teaching, the regularity of input, and the recycling of the lexical content. We argue this results from the guidance of advisory bodies such as the National Centre for Excellence for Language Pedagogy (NCELP) and the latest curriculum design (Department for Education. 2015. Modern Foreign Languages GCSE Subject Content. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485567/GCSE_subject_content_modern_foreign_langs.pdf (accessed 30 August, 2020)) MFL subject content so there is no clear standard for textbook writers to work to. Further, the guidance of advisory bodies such as the National Centre for Excellence for Language Pedagogy (NCELP) and the latest curriculum design (Department for Education. 2021. GCSE MFL Subject Content Review. https://consult.education.gov.uk/ebacc-and-arts-and-humanities-team/gcse-mfl-subject-content-review/supporting_documents/GCSE%20MFL%20subject%20content%20document.pdf (accessed 14 March, 2021)), which damage standards of attainment in MFL by advocating minimal vocabulary content and a departure from thematic input.

摘要

英国法语 MFL 课程的词汇内容受到批评（Häcker, M. 2008. 11 种宠物和 20 种表达观点的方法：德语词汇学习者在英语中学的学习。The Language Learning Journal 36, no. 2 : 215–26; Tschichold, C. 2012. Encore Tricolore中的法语词汇：学习者有机会吗？The Language Learning Journal 40, no. 1: 7–19)，因为它的篇幅小、缺乏主题多样性和教学质量差教科书上的剥削。研究还指出，与其他法语学习者相比，英国学习者的小词汇量知识，表面上处于相同的 CEFR B1 水平（David, A. 2008。法语 L2 学习者的词汇广度。语言学习杂志36，没有。2：167-80；米尔顿，J. 2006b。语言精简版：在学校学习法语词汇。法语研究杂志16，没有。2：187-205）。这项研究检查了 2010 年首次出版的 Studio 系列法语教科书的词汇内容，看看这种情况是否有所改善。分析表明，与 Tschichold 分析的以前的书籍相比，教科书的词汇量下降了 40% 以上（2012. Encore Tricolore 中的法语词汇：学习者有机会吗？语言学习杂志）40，没有。1：7-19）。这表明 GCSE 法语的学习标准显着下降，因为学习者的词汇量与他们的整体语言能力密切相关。教学的主题多样性、输入的规律性、词汇内容的循环利用等方面也存在问题。我们认为这是来自咨询机构的指导，例如国家语言教育卓越中心 (NCELP) 和最新的课程设计（教育部。2015.现代外语 GCSE 学科内容. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485567/GCSE_subject_content_modern_foreign_langs.pdf（2020 年 8 月 30 日访问）） MFL 科目内容，因此没有明确的教科书标准作家工作。此外，国家语言教育卓越中心 (NCELP) 等咨询机构的指导和最新的课程设计（教育部。2021. GCSE MFL 学科内容审查。https ://consult.education.gov.uk/ ebacc-and-arts-and-humanities-team/gcse-mfl-subject-content-review/supporting_documents/GCSE%20MFL%20subject%20content%20document.pdf（2021 年 3 月 14 日访问）），这损害了在MFL 通过提倡最少的词汇内容和偏离主题输入。