Suzanne Graham|Louise Courtney|Alan Tonkyn|Theodoros Marinis
Motivational trajectories for early language learning across the primary–secondary school transition
University of Reading|University of Reading|University of Reading|University of Reading
transition primary secondary school area concern across range curriculum subjects less foreign language learning indeed problems transition identified england important barrier introduction language learning primary school curriculum implications learners longerterm motivation subject longitudinal study investigated questionnaire development 233 learners motivation learning french england transition primary secondary schooling also explored whether levels patterns motivation differed according type language teaching experienced comparing largely oracyfocused approach one greater emphasis literacy activities learners showed high increasing levels motivation across transition placing particular value learning french travel taught oracy literacyfocused approach less impact learners motivation broader classroom experiences development sense progress feeling instruction met learning needs especially important growing disjuncture emerged valuing learning french travelcommunication learners low levels selfefficacy communication native speakers together desire communicationbased activities end first year secondary school less positive attitudes towards learning french less optimism possibility future progress beginning emerge paper concludes outlining implications study classroom practice language learning