Improving motivation and language knowledge and proficiency in second language learning in low exposure contexts

Supervisor: Professor Emma Marsden

A) Rationale for the project

A great deal of research into second language learning focuses on the most effective ways of teaching. A range of interesting questions can be asked related to, for example, the kind of feedback given, intentional versus incidental learning, deductive versus inductive learning, different distributions of practice, different curriculum design principles (such as topic- versus language-driven), the role of rich, engaging texts. Generally, to date, effects on learning are measured—a few days or weeks after the intervention—on linguistic outcome measures (oral or written production, comprehension, grammaticality judgement, gapfill, or sentence matching tests). That is, studies are a) relatively short term and b) focused on linguistic outcomes. However, of major interest to educators is whether interventions that aim to help achievement (language knowledge and proficiency) actually also help motivation, such as a desire to ‘stick with it’ in the longer term (see Erler & Macaro, 2011 for a relevant example) or learners' belief in their own ability when faced with a task (e.g., their self-efficacy). A parallel problem is that surprisingly little motivation research to date has examined progress in language learning over time, focusing on the relationship between achievement and motivation. In Anglophone contexts, where drop out from language studies is a major concern, better understanding about the nature of the relationship between progress and motivation is critical.

This PhD project will address these gaps, by comparing two or more approaches to second language teaching over at least one year. Any theoretically-motivated question(s) related to effectiveness-of-intervention research could underpin the study (such as those listed above), but, crucially, the study will measure both a) knowledge of and proficiency in the target language and b) affective factors such as motivation, self-efficacy, or study behaviours and choices. Ideally, the project would be carried out in classrooms in 'low exposure' contexts, where the amount of instruction and exposure to the target language outside the classroom are limited, as such contexts place a particular burden on maximising classroom time in order to support both learning and motivation.

B) References that should be read

Bailey, E. G., and Marsden, E. J. (2017). Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Language and Education, 31(4), 283-306.

Barton, A., J. Bragg, and L. Serratrice. 2009. ‘Discovering Language’ in Primary School: An Evaluation of a Language Awareness Programme. Language Learning Journal 37(2): 145–164.

Bauckham, I. (2016) Review of Modern Foreign Language Pedagogy in Key Stages 3 and 4. Report for the Teaching Schools Council and the Department for Education.

Erler, L. and Macaro, E, (2011), Decoding Ability in French as a Foreign Language and Language Learning Motivation. The Modern Language Journal, 95: 496–518

Kasprowicz, R. E., and Marsden, E. (2017). Towards ecological validity in research into input-based practice: Form spotting can be as beneficial as form-meaning practice. Applied Linguistics, 1-27.

Marsden, E. J., and Torgerson, C. J. (2012). Single group, pre- and post- research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583-616.

Taylor, F., & Marsden, E. J. (2014). Perceptions, attitudes and choosing to study foreign languages in England: An experimental intervention. The Modern Language Journal, 98(4), 902-920.

Thompson, A. S. (2017). Language learning motivation in the United States: An examination of language choice and multilingualism. The Modern Language Journal, 101(3), 483-500.

C) Research aims and questions

We will investigate:

The extent to which interventions to improve language knowledge can influence motivation
The extent to which any such influence is affected by the focus of intervention (general awareness v grammar focused)

D) Methods

Students will choose the context. Preference will be given to Anglophone contexts in which foreign (non-English) languages are learned in statutory (obligatory) school lessons, over about one year. However, other contexts will be considered. The design will be a pre-post-delayed-post test quasi-experimental design. We will aim to exert some control over the content and delivery of the interventions and the similarity between the learners. We will aim for 60 learners per condition, and have a test-only group.

E) Skills and opportunities you could gain

You will have the opportunity to work with schools, building on extensive established networks. This project will draw on work by Marsden on the national MFL Pedagogy Review committee (Bauckham, 2016) and the ESRC funded OASIS project to create open accessible summaries of research for teachers.