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Rewarding foreign language learning: effects ofthe Swedish grade point average enhancement initiative on students' motivationto learn French.
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
2013 (English)In: The Language Learning Journal, ISSN 1753-2167, 1-15 p.Article in journal (Refereed) Epub ahead of print
Abstract [en]

In order to reinstate interest and motivation for learning foreign languages (FLs) other than English, the Swedish government has recently reformed the admissions system to higher education. Upper secondary students who continue with the FL learnt in secondary school are rewarded with extra credits that considerably enhance their grade point average (GPA). The purpose of this interview-based study is examine the impact this initiative has on the choices of 6 upper secondary students to continue with their FL, French, and on their motivation over one and a half semesters of study. Using self-determination theory and Dörnyei’s (2009a) L2 Motivational Self System model as analytical lenses, results reveal that for the three students whose motivation is rooted in intrinsic and/or self-determined extrinsic reasons for learning, the GPA-enhancing credits have little or no impact on either choice or effortful behaviour. For the other three students, none of whom, but for the extra credits, would have chosen to continue with French, the GPA-enhancement is almost the sole source motivation. However, because their reasons for studying French are not fully self-determined, learning lacks personal meaning. These students see little longer-term value in their efforts, nor meaningful applications for the skills they have developed. Consequently, goals do not extend beyond achieving a passing grade. The effects of making a fifth and sixth year of FL learning de facto compulsory on students’ willingness to use the FL in the future and on their FL-speaking/using self-concepts are discussed, and the consequences of the initiative are critically appraised.

Place, publisher, year, edition, pages
Rugby: Association for Language Learning , 2013. 1-15 p.
Keyword [en]
L3 Motivation
National Category
Specific Languages
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-5760DOI: 10.1080/09571736.2013.853823Scopus ID: 2-s2.0-84888776552OAI: oai:DiVA.org:hv-5760DiVA: diva2:666741
Available from: 2013-11-24 Created: 2013-11-24 Last updated: 2016-01-19Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf