The role of individual differences in younger vs. older primary school Danish learners of English - Université Paris 8 Vincennes - Saint-Denis Access content directly
Journal Articles International Review of Applied Linguistics in Language Teaching Year : 2020

The role of individual differences in younger vs. older primary school Danish learners of English

Katalin Fenyvesi
  • Function : Author
Teresa Cadierno
  • Function : Author

Abstract

Abstract This study investigated 276 Danish first and third graders’ proficiency in English as a foreign language (FL) in relation to several socio-affective factors after their first year of instruction. The results showed that (a) both age groups made similar gains in receptive vocabulary and grammar, suggesting a similar rate of learning in this short time span; (b) the two groups had different socio-affective profiles. Younger learners exhibited lower levels of FL classroom anxiety and more positive English competence beliefs but had a less incremental mindset and relied more on external authorities as a source of motivation. In contrast, older learners relied less on external authorities and showed a more incremental mindset but exhibited higher levels of FL classroom anxiety and less positive English competence beliefs; and (c) only four socio-affective factors had a clear impact on proficiency: English competence beliefs and an incremental mindset had a positive influence while FL classroom anxiety and the influence of external authorities had a negative influence. The pedagogical implications of the different socio-affective strengths and weaknesses that characterize children in the two age groups are discussed.

Dates and versions

hal-02884973 , version 1 (30-06-2020)

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Cite

Katalin Fenyvesi, Mikkel.B Hansen, Teresa Cadierno. The role of individual differences in younger vs. older primary school Danish learners of English. International Review of Applied Linguistics in Language Teaching, 2020, 58 (3), pp.289-322. ⟨10.1515/iral-2017-0053⟩. ⟨hal-02884973⟩
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