Training attitudes of primary school foreign language teachers

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2024-05-08 DOI:10.1515/cercles-2023-0023

Francisco Zayas-Martínez, José Luis Estrada-Chichón, Natalia Segura-Caballero

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引用次数: 0

Abstract

Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners.

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小学外语教师的培训态度

以指导性第二语言习得（ISLA）原则为基础的学校教育实践似乎并没有得到教师的广泛采用，因此阻碍了促进外语习得的教学措施的实施。这些措施与课堂气氛密切相关，而课堂气氛的基本要素往往取决于教师的态度。在大多数情况下，外语教师在自己作为学习者亲身经历之后，更有能力接受这种态度。为了进一步探讨这一问题，本研究采用了混合方法的研究设计，从过去九届（即从 2014/15 学年到 2022/23 学年）在西班牙加的斯大学（University of Cádiz）初等教育学士学位课程中参加 "初等教育外语教学法--德语 "课程的参与者（n = 74）那里收集见解。研究结果表明，所有参与者，无论国籍、教学经验或年龄如何，几乎都一致认为课堂氛围对其教学态度的形成具有重要影响。根据研究结果，必须让职前外语教师熟悉有效的教学措施，同时营造良好的课堂氛围，在这种氛围中，教学态度的重要性被认为是激励学习者的最有影响力的因素之一。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.