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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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| 2 |
Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands
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In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022)
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| 3 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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| 5 |
Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review ...
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| 6 |
Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ...
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| 7 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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| 8 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 9 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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| 10 |
A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder
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In: Research outputs 2014 to 2021 (2021)
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| 11 |
Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ...
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| 12 |
Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ...
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| 13 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
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In: Electronic Theses and Dissertations (2021)
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| 14 |
Dismantling Internet-Based Cognitive Behavioral Therapy for Tinnitus. The Contribution of Applied Relaxation: A Randomized Controlled Trial
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In: ETSU Faculty Works (2021)
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| 15 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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| 16 |
Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021)
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| 17 |
Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases
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In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
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| 18 |
Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder
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In: Children ; Volume 8 ; Issue 11 (2021)
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| 19 |
Enhanced Milieu Teaching with Phonological Emphasis: A Pilot Telepractice Parent Training Study for Toddlers with Clefts
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In: Children ; Volume 8 ; Issue 9 (2021)
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| 20 |
Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities
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In: Languages ; Volume 6 ; Issue 1 (2021)
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Abstract:
Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.
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Keyword:
French as a foreign language; ideal self; intervention; LOTEs; motivation
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URL: https://doi.org/10.3390/languages6010047
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