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230130 ||| eng |
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|a 9781350091139
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|a P51
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|a Bartram, Brendan
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|a Attitudes to modern foreign language learning
|b insights from comparative education
|c Brendan Bartram
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| 260 |
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|a London
|b Bloomsbury Academic
|c 2018, 2010
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| 300 |
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|a 202 pages
|b illustrations
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|a Includes bibliographical references and index
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|a 1. Introduction: Attitudes to language learning -- 2. Comparing: Issues and contexts -- 3. The Concept of Attitudes -- 4. Attitudes to Modern Foreign Language Learning and Educational Influences -- 5. Socio-cultural Attitudes and Influences -- 6. Attitudes to Learning German, French and English -- 7. Modern Foreign Language Learning Attitudes in the Three Countries -- 8. Conclusions and Lessons -- List of References -- Index
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| 653 |
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|a Observation and Assessment
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| 653 |
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|a Teacher Education
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| 653 |
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|a English language / Study and teaching
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| 653 |
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|a Professional Development
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| 653 |
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|a Language Issues
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| 653 |
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|a Communication and Language Development
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| 653 |
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|a Language and languages / Study and teaching
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| 653 |
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|a Comparative and International Education
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| 653 |
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|a Motivation in education
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| 653 |
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|a Language teachers / Training of
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|a eng
|2 ISO 639-2
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| 989 |
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|b BECS
|a Bloomsbury Education and Childhood Studies
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| 500 |
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|a Mode of access: World Wide Web
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|a 10.5040/9781350091139
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|z 0826423841
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|z 9780826423849
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|z 9781350091139
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|u https://doi.org/10.5040/9781350091139?locatt=label:secondary_educationAndChildhoodStudies
|x Verlag
|3 Volltext
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|a 418.0071
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| 520 |
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|a "Drawing on the results of a tri-national comparative survey of secondary pupils' attitudes towards Modern Foreign Language Learning (MFLL), this book illustrates both the importance and nature of learner attitudes and the contribution of comparative education to our understanding of educational issues. Questions considered include: What is the nature of the pupils' attitudes to the educational dimensions of learning French, German and English in each country? To what extent do educational factors influence the pupils' attitudes to learning each language in each country? How similar are the pupils' attitudes to MFLL within and between the three countries? What judgements can be made about the relative significance of educational and socio-cultural influences on pupil attitudes to MFLL in each country?."--
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