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Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
1
Differing Attitudes of Children
Learning English in a Swedish
Elementary School
Författare: Lucy Nero Handledare: Dr Michal Anne Moskow
Enskilt arbete i/Examensarbete Engelska 10 poäng, fördjupningsnivå 1
10 p Uppsats
Institutionen för Individ och Samhälle
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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©Lucy Nero, December 2005 1. Introduction and Rationale of the Problem
Foreign language teaching in global education systems plays an important part in today’s
school curriculum. The introduction of first foreign languages varies from country to
country. In Sweden, schools can choose between introducing English in Grades 3 or 4 (see 7.
Definitions), ie the year the children turn 9 or 10 years old respectively (Sundin). However,
this is seen by many Swedish and international school critics as being too delayed. Their
view is that second languages should be introduced as early as lower elementary school and
Grade 1, ie the year they turn 7.
English was first suggested as being part of the Swedish curriculum in 1946. It was
eventually introduced to what was then called Enhetsskolan and Grades 5 and 6 during
1952. It is now introduced in Grades 3 or 4, depending on individual schools’ preferences,
and according to the present Swedish National Curriculum (Lpo 94), 480 hours per year are
allocated to the English language (Skolverket – Appendix 1).
In the 1970s, a programme of early first foreign language teaching, EPÅL (Engelska
på Lågstadiet), was introduced. At the same time, a similar programme called French from
Eight was launched in England. Lack of interest in EPÅL was largely due to the fact that
teachers didn’t consider themselves well trained enough to teach English. They had their
own English education from compulsory and upper secondary school, but did not feel it was
sufficient to use as a basis for teaching young school children. For this reason, the National
Board of Education provided an “in‐Service Teacher Training” course called Junior English
Teaching (JET) (Sundin 151).
Despite a final report from Lars Holmstrand, researcher in pedagogics at Uppsala
University, who pointed out that there are no negative effects with the early introduction of
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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English in Grade 1, the implementation of EPÅL in Swedish schools ceased. It wasn’t until
much later in the 1980s that a new interest in early foreign language introduction started to
grow (Sundin 151). The view that language experiences like these would give children an
extra three years of second language learning, with innumerable benefits, still held. Now,
countries across Europe are introducing foreign language programmes involving a varied
range of European languages (ECML).
The Swedish National Curriculum of 1995 emphasises the importance of
communicative skills in English. Although written skills are also vital for a sound
knowledge of English, being confident enough to speak the language first was the prime
objective of these curriculum amendments. A positive side effect of these changes is also
shown in an earlier intercultural understanding (Sundin 154).
This study will show how children who learn foreign languages from an earlier age
develop more positive attitudes to foreign language learning. In turn, these attitudes
improve self‐confidence levels not only in languages but other subjects too, which enhance
their learning aptitude, and therefore give higher rates of success and achievement.
Research of this type is useful for education authorities and schools alike. It can be
used as a guide or pilot study reference when discussing second language teaching
programmes and whether or not to introduce them as early as lower elementary school.
2. Research Questions/Statement of the Problem
The foreign language in focus in this study is English. Two groups of children of the same
age will were interviewed and observed to find out if their attitudes to foreign language
learning are more or less positive than the other group. The groups in question have had
English introduced at different times during their school careers.
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The main objective with earlier introduction is to have the children begin using
English before they start to read and write it in Grade 3 or 4. Moreover, if the atmosphere
encourages playing with the language in an environment that is fun, the children will be
more confident in just speaking English in front of a class and in simple discussions together
with their teacher.
This also parallels the learning of the native language in that children learn to
understand and speak before they learn to read and write. They are already too old to
entirely follow the natural model, but still young enough to mimic. Presenting the language
in situations involving play also seems a more natural way for young children to learn and
is certainly in line with Swedish philosophy of education. The empirical theories of the child
psychologist Jean Piaget are applicable here but will be explained later in section 3.3.
Swedish children are highly motivated and curious to learn foreign languages,
especially English, through their early exposure through television, films, music and
computer games. Learning a new speech code is exciting from both linguistic and semantic
view points (Sundin).
If this method can be shown to be beneficial, then we shall see that English or other
foreign languages certainly should be introduced as early as possible to enhance learning
and positive attitudes to different languages and cultures.
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3. Literature Review
The secondary sources referred to in this study are numerous and varied. The relevant parts
of books and other literature used are split into the following five categories:
3.1 Linguistic terms and theories
3.2 Approaches to foreign language learning
3.3 Second language acquisition
3.4 Attitudinal studies
3.5 A selection of academic opinions on teaching English to young learners
3.1 Linguistic terms and theories
Linguistic background for the analysis of the recordings of the children’s speech comes from
the following works: These are Introducing Linguistics by Rajend Mesthrie, Joan Swann,
Andrea Deumert & William L. Leap; Language Its Structure and Use by Edward Finegan;
Language and Gender: A Reader (Chapter 16) edited by Jennifer Coates; and Psycholinguistics:
Language, Mind and World by Danny D Steinberg, Hiroshi Nagata and David P Aline.
The relevant sections of these texts used to analyse the children’s recordings can be
divided into three parts. They are: firstly code switching including covert prestige and overt
prestige (Mesthrie 2004:92, 99, 148; Finegan 2005:330, 332); secondly social meaning and
affective meaning (Finegan 2005:181) and epistemic modality (Coates 1997:226); and thirdly
second language strategy (Steinberg 2001:236). Code switching is when we use different
types of speech depending on who we are talking to. For example, the speech used when
talking to a university professor would not be used when talking to a child. Overt prestige is
when we change our speech to sound like someone from a higher social class or in this case,
a group of more educated people. Covert prestige is when we change our speech to sound
like people from a lower class or a less educated group. Social meaning is how we transmit
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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clues about our social background through speech. Our views and opinions are expressed
through word and grammatical choice which in turn reflects our class or indeed educational
background. Affective meaning is when emotional connotations are expressed through
language choice, for example a dislike of something. Hesitancy in assertions and confidence
in one’s assertions or in one’s speaking of English can be shown through epistemic modality.
This is reflected through the use of expressions like, “I think” and “maybe”(Coates 1997:226).
Second language strategy occurs when a learner applies the rules already learnt in the
second language to new sentences which he or she forms on their own. However, the
information they have to make these new sentences is incomplete, causing the learner to
make grammatical errors.
3.2 Approaches to foreign language learning
The Natural Approach to foreign language teaching was developed in 1977 and is based on
four goals as described in Richards & Rodgers. These can be split into two parts – basic
personal communication skills and academic learning skills and again into basic oral and
written, and academic oral and written. The focus of each of these goals is the provision of
enough input or teaching material to keep motivation and interest high. The main method of
the four goals is to teach target languages as if they are acquired and not formally learnt (The
Natural Approach 184). Steinberg et al label this method induction which can be read about in
section 3.3.
Learner Autonomy, as described by Risholm & Wessman, is a learning system that
was developed through the Council of Europe. Its arrival in Sweden and subsequent
introduction to the Swedish National Curriculum in the 1980s and 90s was welcomed by
many teachers who were then trained through various seminars and courses to include this
method in their own teaching. Learner Autonomy creates a desire and an ability in the
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student to take responsibility for their own learning. The student chooses how they would
like to work, and with what materials, in order to achieve their own personal goals (Wessman
and Risholm 10).
3.3 Second language acquisition
Theories of second language acquisition are reviewed as specifically related to the learning of
English by Swedish speakers and second language acquisition more generally.
Firstly, word order and verb formation in English and Swedish, as outlined by
Strömqvist, share several similarities. Strömqvist maintains that because of this, English is
fairly easy for Swedish speakers to learn compared to other Indo‐European languages (see
Appendix 3). Exercises illustrating these points can be found in Appendix 4 and attitudinal
reflections from the children can be found in Findings.
Secondly and also relevant to language learning are Piaget’s development stages which
are discussed by Jörgensen in Barnspråk och ungdomsspråk. He explains how Piaget’s theories
are based on empiricism and that learning comes through experience (22). If speech or an
action gives the desired result, the child will repeat it.
Piaget’s four theories of childhood development are sensorimotor, preoperational,
concrete operational and formal operational. Language development occurs during the
preoperational stage and is applicable to children between the ages of 2‐7. This is also when
children’s phonetic ability develops and they are able to string several phonemes together
rather than expressing themselves with single syllabic words (Jörgensen 22). Jörgensen
goes on to explain how students will have an increased learning capacity if the teacher uses
material they can identify with. This factor coupled with who speaks the target language
makes a larger impression on students and gives higher success rates in language learning
than other factors such as age, intelligence or language aptitude (149).
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Steinberg et al tell how languages are learnt through explication and induction.
Explication is when the rules and structures of the target language are explained to the
learner. Induction is when the learner figures out certain rules for themselves, based on the
information he/she already has. Explication is seldom used in mother tongue acquisition.
Instead, children learn by induction and being immersed in the language. They recognise
errors instantly, despite not being able to explain why grammatically (170).
The cut‐off age for successful second language learning, ie fluency as in native
speakers, seems to vary largely based on the individual student’s aptitude for languages,
both in childhood and adulthood. However, there are some recommendations for optimal
second language learning in childhood.
Steinberg discusses the age of 15 as being the limit for acquiring grammar without
having to analyse rules and structures as learners beyond 15 would do (188). On the other
hand, the earlier the introduction to a second language, the quicker the child will be able to
converse uninhibitedly, as in the case of an American girl who moved to Japan at the age of
five years. It took her less time to learn Japanese than it did her mother tongue and after
only a year, she was translating for her parents in a variety of every day situations. She
learnt her new language through playing and interacting with other children, and also
because she was totally immersed in the language. She was able to identify herself with the
other Japanese children through play and by acknowledging its specific role as a means of
communicating with her friends. Without her mastering of Japanese, she would be in total
isolation, which is something that she obviously did not want (178).
Attitudes to languages are discussed in the next sub‐section.
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3.4 Attitudinal studies
As explained in part 1 Introduction, this study will show how children’s learning of foreign
languages earlier in their school careers assists in developing more positive attitudes to
foreign language learning. The results of the questionnaires completed by the 2 groups were
largely either positive or negative. These results enabled me to assess their overall attitudes
to early foreign language learning and which are quite probably an accurate representation
of attitudes of many children in this age group.
Fishbein and Ajzen define attitude as “a learned predisposition to respond in a
consistently favourable or unfavourable manner with respect to a given object” (6). They
continue to explain how a system of single‐response measures can be used to define
attitudes. These are based on bipolar and unipolar scales (55)(see Definitions and Appendix
4). Questions of this type can be either qualitative or quantitative related, the former being
relevant to my study. Attitudinal studies are best measured by using a bipolar scale. This is
because with unipolar scales, the varying degrees are named and therefore do not allow the
reader to answer with a reflection of their own views (53).
Fishbein and Ajzen argue that the more reliable the scales, the more useful the results
are. This means that if the questions are aimed at the same object, the answers will support
each other confirming their validity with a term called convergent validity. Convergent
validity is when the same results are found, for example, by different researchers or using
other measurements, ie the results support each other (109). Discriminant validity occurs
when different dimensions yield different results (110), eg the church and supersonic
transports (111). As the focus of this study is solely attitudes to the early introduction of
foreign languages, convergent validity could be applied here (109). All of the questions
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asked to the children are related to this one subject, the results of which show either their
positive or negative attitudes to it.
Convergent validity is proven using two different types of measurement scales. This
means that either a 5 point or 7 point scale is used consistently throughout the
questionnaires, but that the questions have different sets of answers to choose between. For
example, answers can be based using opposites like true‐false and likely‐unlikely (110; see
Appendix 4).
If measurements used are unreliable in any way, the results will also be unreliable
and therefore invalid (113). This means that the choice of questions has to be carefully
thought out and that the answers given are appropriate, and that they match the questions
and results intended by the researcher.
Dahl explains how attitudes affect our view of certain languages and dialects. Some
can be seen as being better or richer than others (95). The fact that we have an emotional
relationship to our mother tongue is not surprising. This language is usually acquired from
our families in a positive and patient environment. Furthermore, it enables us to use it as a
reference point to other dialects and languages (96). Through being exposed to different
language dialects, the learner realises that there are other parts of the country or world
where this language is spoken. This increases both geographical and intercultural awareness
and promotes learning a second language (99).
Application of the learned language is also important. The student must be able to
identify themselves with what they are learning and know what role it can play (281). This
creates positive attitudes towards the language and a desire to use it.
The attached diagram (Appendix 2) shows how language is learnt through horizontal
and vertical transference (35). The main vertical language influence is through parents and
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grandparents, followed by teachers and other adults. The main horizontal influence is
through our contemporaries and through mixing with people of the same age.
3.5 Opinions on teaching English to young learners
In this section, a selection of academic opinions taken from both the internet and printed
literature is considered.
Kerstin Sundin, who was a senior lecturer in foreign language methodology at
Uppsala University, was involved in a foreign language programme as mentioned in Part 1
of this study. In a document An Early Start: Young Learners and Modern Languages in Europe
and Beyond written together with eighteen other participants from various European
countries, she discusses a new European interest in early foreign language introduction. She
stresses however that the main focus of any language learning has to be based on what the
learners can identify with. That means starting with the children themselves, classroom
items and aspects of every day life. Once a sound base is developed, the language can then
be spread into other subjects such as mathematics, arts, etc (156). She maintains that if the
learning focus is based on “meaning rather than form and grammatical accuracy”, the
potential for reinforcing the children’s learning process is enormous.
The authors of Elevplanerad Engelska, (Student planned English) Birgitta Risholm and
Karin Wessman, have taught English in Swedish schools for many years and have developed
their own teaching methods through Learner Autonomy. Many of Sundin’s points are
reiterated in this document and even though Sundin writes of her experiences of them from
the 1970s, Risholm and Wessman find that they are still applicable today. They explain how
these theories of Learner Autonomy encourage children to set up and achieve their own
goals in language learning. At the same time, teachers are required to follow the Swedish
National Curriculum, and help the children achieve national goals (10).
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One of their suggestions for Learner Autonomy is for the children to keep a personal
diary in English telling what they have done during the day (12). Others include organising
simple research tasks and the setting up of questions to help the children discover more
about various school projects. They also encourage their students to help each other and to
try to solve language problems together rather than asking the teacher first. Fellow students
can often explain things to each other in different ways which helps not only other students’
understanding but also confirms their own comprehension (22).
In addition, Risholm and Wessman asked their children to answer questionnaires to
help them in their own evaluation tests. They asked the children how they learn English,
what methods they used to find out about various aspects of the language and how they
thought these methods worked when studying in groups and on their own. These
questionnaires were sent back to each child with suggestions for future projects (20).
As Dahl mentions in section 3.4, horizontal transference is something that Wessman
and Risholm also encourage in their book. They were keen for their students to assist each
other with their language difficulties and wanted to find out if they had helped each other
and if so, how they had gone about it (22).
In her article for Language Learning Journal, Winter 2000, Dr Cynthia Martin, lecturer in
modern foreign languages education at Reading University, explains how a new interest in
early foreign language learning has grown and various programmes have been implemented
in schools in England. She splits them up into 3 parts: language competence programmes,
sensitisation/encounter programmes and language awareness programmes (5). She goes on
to say how important continual language teaching is. Missed years through lack of funds or
interest from consecutive teachers means that children will lose valuable knowledge learned
up until that time (5).
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Languages can also be taught when teaching other subjects which saves teachers’
time and reinforces the second language (7). She finishes off her article by suggesting some
activities that can be used in second language teaching, for example vocabulary puzzles
focused on language similarities and patterns (7), and also how awareness of other
nationalities within schools can increase (7).
4. Methods
Data was collected for this research during the Autumn term 2005. Questionnaires, tests and
discussions have been conducted with two groups of children as outlined in the next section,
Setting, Background and Participants. The results have been compared to see how and
where the linguistic theories mentioned in section 3.1 can be applied. Both groups were
interviewed homogenously on separate occasions.
The questions used are based on the 7‐point bipolar scale method as explained by
Fishbein and Ajzen (3.4 of this study). The labels of these scales are “named” using a happy
face at one end and a sad face at the other, and also a thumbs up and thumbs down symbol.
These symbols are used to express both positive and negative attitudes to each question.
Throughout 8. Findings, I refer to answers as being either positive or negative.
Unfortunately, time does not allow for any detailed explanation of exactly what positive or
negative means in terms of the children’s answers. However, a short explanation of how I
have interpreted the bipolar scales will follow here.
If a child has answered a question marking the scales between points 1 and 4, then I
regarded this as negative or positive, depending on the position of the happy or sad face, or
the thumbs up or down symbol. The same method was applied to answers marked between
points 4 and 7. Point 4 was sometimes interpreted as being either “don’t know” or “no
opinion” but these answers were dependent on the content of the question.
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An excerpt of a film (approx 25 minutes) Labyrinth was shown to Groups A and B on
separate occasions. The actors and actresses starring in this fantasy film come from both the
US and England. The monologues, dialogues and actions of the film, although fairly
complicated as a non‐subtitled film shown to non‐native speakers, were at a level I thought
group A would be able to understand without too much difficulty. Both groups were told to
listen carefully as questions would be asked afterwards to see how much they had
understood (Appendix 5).
The discussions were recorded and transcribed. Copies of these together with the
questionnaires and tests are attached as an Appendix (see section 11).
5. Setting, Background and Participants
The setting for this study is a school, with roughly 400 pupils, in a small village on the west
coast of Sweden which has approximately 3000 inhabitants.
This school has taught English at Grade 0 since January 2002. At that time, there
were 4 different classes in this age group. Two of these 4 teachers were interested in
teaching their young students English and so employed me to sing and play with their
children for 40 minutes a week.
As a consequence of this, these two teachers teach English to all children at
elementary level at this school. The youngest are taught 30 minutes per week and the oldest
children in Grade 2 have 1h 20 minutes tuition per week. The materials and activities they
use are varied ranging from games to dictionary work. The lessons the younger children
are taught are based on items that they can identify with, ie themselves, classroom items and
every day activities. The older children are not only involved in this type of learning but
also work with words and vocabulary. For examples of activities I have successfully used,
see Nero (2005). Neither teacher has had any formal training for English tuition. I, acting as
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the researcher, am a native English speaker and have lived in Sweden for nearly 10 years. I
do not have any teacher training qualifications.
As only half of the children in Grade 0 have had English from 2002, the research
opportunities of comparing the two groups’ attitudes to learning a foreign language are
optimal. It is a selection of these children who are the focus of this study and who are now
in Grade 4 (10 year olds).
For the sake of simplicity, the children that have had English tuition from Grade 0
will be called Group A and the children that have had English tuition from Grade 3 Group
B. From the original 15 children in Group A, only 9 are being used in this study. This is due
to two of them moving away from the area, two having an English speaking parent, one
having lived in England for several years before joining this school and one having joined
the class in Grade 1. The 3 children used in Group B are of average competence in the
subject for their age and grade.
In the transcriptions found in 8. Findings, Group A children will be referred to as A1,
A2, A3, etc; Group B children as B1, B2, B3; and I, the researcher, as R.
6. Delimitations and Limitations
As comparisons of comprehension have been carried out during the past 2 years between
Group A and B, both are familiar with me. Furthermore, I taught group A from Grade 0,
who are therefore very relaxed and confident in speaking English to me.
The materials and activities used to teach these two groups are varied, ranging from
games to reading exercises. Group A have had three extra years of listening to and
speaking English before they started to read and write the language. In Grades 0, 1 and 2,
Group A was taught using lessons based on items that they could identify with, ie
themselves, classroom items and every day activities. Games encouraged them to speak to
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each other working both individually in front of the class and in groups. In Grade 3 they
used a text based exercise book, learning to read and write in English for the first time.
Now, in Grade 4, they are using a similar book based largely on text and comprehension
which is also being used by Group B. Visual lessons are given to both groups in the form of
short films in English.
School personnel and parents of these two groups have differing opinions regarding
the early introduction of English tuition at this school which has been reflected through
overall willingness to participate in this research. In Group A, the nine children who were
relevant for this study were all granted permission to take part, but in Group B, out of the 25
children who were relevant, only three were granted permission to participate in the
research. A9 was absent from some of the interviews leaving a total number of 8 children
interviewed on one of the two occasions.
As so few children were able to participate in this study, I do not feel that the
attitudes of these three properly represent or reflect the attitudes of the group as a whole.
However, as they are of average competence and have neither general ease nor difficulty in
learning English, their attitudes can still be analysed. Nevertheless, it would have given this
research more weight if more children could have been interviewed and their opinions
compared and contrasted with each other.
These recordings were made with a tape recorder that was placed on a table in the
middle of the groups being interviewed. Some children felt inhibited by this and said less
than they would have done in non‐research conditions (A2, A8, and B3). Unfortunately,
some of the recording is of poor quality and in some places the speech is indecipherable.
There are therefore blank spaces on the transcriptions (Appendices 6 and 7).
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One of the hindrances many teachers experience regarding foreign language tuition
in elementary school is, as outlined by Sundin (1. Introduction), their own self‐confidence
and how competent they feel they are in the language. Even if their levels of English are
fairly good, they still feel that in order to teach the language to children, albeit beginners,
that they need more supplementary English courses during or after their teacher training
(Sundin). This is not only applicable to the subject of English but to all subjects taught in
schools. If the teacher does not feel competent in what they are teaching, the children will be
receptive to this through the way it is communicated. Two of the four teachers of grades 0
and 1 in this school do not feel confident enough to include English in their teaching
activities.
7. Definitions
Affective meaning: when emotional connotations are expressed through language choice (Finegan 2005:181).
Bipolar scale: a question based on two factors, eg hot and cold, where the reader has to
indicate on an inner unnamed scale the degrees of hot or cold: hot, ‐‐‐, ‐‐‐, ‐‐‐, cold.
Code switching: the adaptation of spoken language depending on who is being addressed
and when (Finegan 2005:330, 332; Mesthrie 2004:171‐182).
Covert prestige: when we change our speech to sound like people from a lower class or a
less educated group (Mesthrie 2004:92, 99).
Epistemic modality: how speakers convey their attitude towards the truth or reliability of
their assertions (Finegan 2005:200).
Learner Autonomy: a desire and ability to be responsible for one’s own learning (Risholm
Wessman 2001:10)
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Overt prestige: Overt prestige is when we change our speech to sound like someone from a
higher social class or in this case, a group of more educated people. (Mesthrie 92, 99).
Although covert and overt prestige are usually applied to class differences, they can
also be applied to higher or lower levels of education (Moskow 051124).
Reliability: dependence on with confidence and assurance; statistical term indicating enough
information that an experiment or study can be replicated.
Social meaning: the identification of social characteristics through language choice (Finegan
181). In the case of this study, it refers to educational background.
Swedish School Grade System: Grade 0 – enrolled the calendar year the child turns 6, ie a
child who turns 6 between 1st January and 31st December will start school in the
Autumn of that year. Grade 1 – the children turn 7; Grade 2 – the children turn 8;
Grade 3 – the children turn 9; Grade 4 – the children turn 10.
Unipolar scale: (NB not used in this study) a question based on the above but with named
degrees: hot, slightly hot, warm, slightly cold, cold.
8. Findings
The following analyses have been based on transcribed discussions which can be found in
Appendices 6 and 7. Most answers apart from a few spoken and written ones are given in
Swedish which I have then translated into English.
The initial observation made when reading through both transcriptions was that
Group A spoke much more spontaneous English than Group B. They like to speak English
and feel confident in their ability to do so. A7 also chose to write their questionnaire
answers down in English compared to Group B where out of the three children, only two
wrote a single answer “yes” to question 26.
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The first question both groups were asked was, “Can you speak English?” Group
A’s immediate reaction was positive, sitting up straight in their chairs with a strong and
happy “Yes!” They then slunk back into their chairs saying,
A1 ‐ “No, not like you anyway. And I can’t speak
English as well as my teacher.”
It was explained to them that it can take many years of learning English to be as
“good” as a teacher, if they ever finish learning themselves, but they were asked to think
about the years that they had been learning English, could they do that bit well, to which
they all answered “Yes”.
Their first reaction can be explained by affective meaning. Groups A’s reaction
showed that English was something they enjoyed and had positive associations to. After a
few seconds of thinking about the question however, they changed their minds, comparing
their knowledge to that of an adult and a native speaker. They regarded themselves as being
on a lower level of competency than that of myself and retracted their answers. When the
question was explained further, and that their answer should focus only on the period they
had learnt English, they again seemed perfectly happy with what they had achieved and all
agreed that they could in fact speak English.
Group B’s answer was completely different. First of all, at the start of the interview,
there was very little verbal dialogue as the three children concentrated on their
questionnaires. This could be due to feelings of nervousness at participating in this study
and because they are not as familiar with me as Group A are. B2 answered using epistemic
modality by saying, “I don’t know.” After the same explanation of their being
competent at their level of English, they changed their answer to a higher position from 5 to
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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6, and also choosing to answer in English saying B3 – “Yes, very good.” All three
children answered 5 or higher on a bipolar scale of 7.
Question 3 was about whether they thought they could use another language and if
it was worth learning another language. B1, aiming his comment at me personally,
explained how Swedish can be used in Sweden, meaning that if you are living abroad it is
important to be able to speak the native language. In fact, all children gave positive answers
to this question.
When asked if it was important to know another language (question 5), both groups
gave positive answers along with descriptions of situations when they thought they could
use English.
B1 ‐ “Because … mmm … if you travel abroad to
another country and become ill like. Then you must
be able to call for like an ambulance. If you are
ill in bed and need to order pizza.”
Here, B1’s expectance of being able to communicate problems was important.
Through application of their future knowledge of English and affective meaning, the child is
able to discuss a situation where being able to communicate abroad would be very valuable.
This point is reiterated by A1 and A7:
A1 ‐ “Yes! You can’t understand each other if
you can’t speak other languages.”
A7 ‐ “So I can talk with other people in other
countries.”
Another child A4 took their reasoning one step further saying:
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
21
A4 ‐ “Yes, so you can understand. But the most
important is that you can understand most of what
is being said.”
A4 explains how they think it is more important to be able to understand the gist of
what is being said rather than being able to understand every word or speak perfect
English. This reasoning is reflected through social meaning in terms of an extended
exposure to the English language and an extra 3 years English tuition. They have come to
the conclusion that it is more important to communicate with confidence even if individual
words are not understood. This is in fact the main objective of the changes to the Swedish
National Curriculum of 1995 which emphasises the importance of being able to
communicate well verbally.
Group A’s confidence in the English language has been built up gradually by using
material they could identify with. This point is made by several researchers as explained in
part 3 of this study. Also, as Steinberg points out, the younger the child the less inhibited
(178) they are to communicate in a new language and if this is done through games and play
which the child can understand, the learning capacity is increased (Jörgensen 149).
Both groups were asked if they would like any other subjects to be taught in English.
Their responses were positive. This discussion goes on for some minutes and can be read in
full in Appendices 6 and 7. Most of the subjects that the children thought would work in
English were practical such as textile crafts, woodwork and physical education (PE).
R – “Textiles in English then?”
B1 – ”No, I don’t think so.”
R – ”Why not?”
B1 – ”Yes, it would. Textiles is good fun.” […]
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
22
B1 – “PE, that would work. That’s good fun.”
Geography and history were also mentioned, but rather than have lessons in spoken
English, they expressed a desire to learn more about English geography and history.
B1 – “Geography would be ok in English.”
B2 – “You can take geography in England.”
R – “But would you like to do geography in
English here in Sweden?”
B1 – “No.” […]
B2 – “History’d be ok.”
R – “But would you like to do it in English?”
B2 – “Yes, old stories about English history
would be ok.”
R – “What about reading aloud then?”
B1 – “We do do that sometimes. PE is good fun.
That’s my highest.”
Group A saw different opportunities in being taught other subjects in English
reacting favourably towards mathematics:
R – “Maths?” […]
A6 – “Yes, that would work. […] It would be
more fun working with numbers in English. […] For
example, if you say two plus one, what is that, for
example.”
Group A also thought keeping a diary in English would be fun in contrast to Group B:
B3 – “I don’t have a diary.”
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
23
R – [...] Do you think it would be a good idea
to keep a diary in English?”
B1 – “A bit.”
All children in Group A, with the exception of one, thought that learning English
was easy (question 9). They all gave a high score on the bipolar scale of 7. However, this is
not the case of Group B. B1 gave a score of 4, B2 gave a score of 5 and B3 gave a score of 7.
Both groups thought that early introduction of English was a good thing and Group B
admits that they would have liked English earlier than in Grade 3 (Question 10).
R – “If you had had the chance to learn English
before, would you have taken it?”
B1 – “Maybe a bit earlier, like in Grade 2.”
R – “B3. B2. Were you going to say something?”
B2 – “Maybe like in Grade 1.”
R – “In Grade 1? Why in Grade 1?”
B2 – “Because we could have learnt more.”
B3 – “I would have learnt at nursery school. […]
I tried to teach myself. I watched a horror film
together with my dad and so then I tried to learn
as much as I could.”
B3’s early interest in English is reflected in their score to question 10. They would
have liked to understand more English due to an early exposure to English through hobbies
and free time activities.
Another important part of foreign language study is the influence and awareness of
other cultures mentioned in Martin’s article (section 3.5). Both groups were asked if they
could identify where the speakers in the Labyrinth came from. This was easier for Group A
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
24
to identify than Group B, who called the American woman British and the British man
American.
B1 – “The girl comes from England and the Goblin
King comes from America.”
B2 – “Ja.”
In contrast, Group A were able to identify their nationalities by their dialects.
R – “Which country does Sarah come from?”
A6 – “America.”
Some tests were done comparing the similarities between English and Swedish, a
description of which can be found in Barnspråk by Sven Strömqvist (106). A selection of
sentences was read by the children who were asked if they were grammatically correct or
not. Group B had more difficulty particularly with negation and adjective placement.
R – “Next, has it neck a short. [pause]. Which
word goes first?
B2 – “It has a neck. […] It has a neck short?
[…]
R – “Muzzy is short not. Is the word order
correct? […]”
B2 – “No.”
R – “What should it be?”
B2 – “Mmm.”
B1 – “Do you know?”
B2 – ”No.”
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
25
In contrast, Group A found these exercises very easy putting the words in the
correct SVO order and changing verb endings appropriately. A7 discovered that one of the
word groups could be organised as both a statement and an answer:
A7 – “Should it be like this: ‘has it a short
neck’ or ‘it has a short neck’?”
Here, A7 is able to reason with their knowledge of English making two sentences.
The syntax of the first sentence is not entirely correct, but using second language strategy
based on what they know already, A7 sees the possibility of being able communicate the
words in a different way. Should they have asked this question in an English speaking
environment, the hearer would have understood what they were trying to ask. This is
something that A4 expresses earlier on in this section. Neither A4 nor A7 are inhibited in
using the English they have learnt, viewing communication and being understood more
important factors than possibly making mistakes.
Group A assist each other with problems in English a lot and are not shy of asking
for help. More than half of this group ask a friend first before going to ask their teacher:
A3 – “Sometimes I ask my teacher and sometimes
I ask a friend.”
A8 – “I ask a friend [first].”
A6 – “I usually ask my neighbour.”
As Wessman and Risholm have encouraged their students to assist each other,
Group A have asked each other for help and are able to give relevant assistance with their
English problems. In his diagram showing horizontal transference of languages (Appendix
2), Dahl also shows that fellow students and contemporaries play an important part in the
learning of languages, whether it be mother tongue or a target language.
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
26
Group B expressed how they would try themselves first but used epistemic modality
in their answers showing an uncertainty in whether they would in actual fact ask their
teacher to help them.
B1 – “Try myself and then maybe ask my teacher
or...?”
None of Group B had helped another classmate with a problem but B1 tells how they
help each other with electronic games.
R – Have you helped anyone else? Has anyone
else asked you for help with their English?”
B2/3 – “No.”
B1 – “In that case with games.”
When the children were asked question 25, what they could do best in English, both
groups gave different answers. Group A said that they could speak English best whereas
Group B said that they could read English best.
R – “What can you do best then?”
A6 – “Speak.”
A9 – “Speak English. […]”
A5 – “[…] speak.”
B2 – “Read.”
B1 – “Read English.”
B3 – “Read.”
These reactions may be considered obvious when I have already said how Group A
has had more practice in speaking English than Group B. However, it also shows that
earlier introduction of English or other foreign languages in elementary school increases
self‐confidence in speaking another language which was the main aim of this study and
indeed the project started at this school in 2002. Group A view English as a way of
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
27
communicating rather than as a compulsory school subject which has been reflected
throughout their attitudes and opinions taken from the various questions each group has
been asked.
9. Conclusion
This study shows that children exposed to foreign languages at an early age do have
positive attitudes to the target language. This early introduction has also made them aware
of other cultures and nationalities which is increasingly more important as we travel and
move around the world more than has ever been possible before. Also, interaction with
other cultures and nationalities is available to us 24 hours a day through the internet.
Although it is important to take into account the delimitations and limitations as
outlined in section 6, the overall acceptance of English, ease of communication and desire to
learn more is clearly more positive in Group A than in Group B. This is my overall
impression of how most of Group B would react to interviews and research of this type,
although they were not all included in this study.
As already discussed, Group A were more spontaneous in their use of English
throughout this research. Their utterances in both English and Swedish came naturally to
them as they recalled the fun they had had in learning English from Grade 0. Using the
right material is also of great importance. Teaching environments where the child is met at
their level of competency with ideas, games and activities that they find interesting and can
relate to will create the optimal learning conditions. The child’s shyness to communicate in
the target language will be replaced by an enhanced self‐confidence encouraging them to
actively take part in language lessons, something that many adults and teachers feel
inhibited to do.
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
28
If teachers are given more training in teaching foreign languages to young children,
whose learning aptitude is at a maximum, a lot of inhibitions and prejudices usually
developed in later years could be suppressed or even removed, creating a wider acceptance
of all cultures around the world.
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
29
10. Works Cited
Bucknell University, Moore Ave., Lewisburg, PA 17837, America; Linguistics Department. Proto‐Indo‐European Chart; James E. Lavine, Assistant Professor
http://www.departments.bucknell.edu/linguistics/pie2.html 20051208. Coates, J. (Editor); (1997) Chapter 16, Gossip Revisited: language in all‐female groups, Language
and Gender: A Reader. Oxford, England; Blackwell Publishers. Dahl, O., (2000) Språkets enhet och mångfald. Studentlitteratur; Denmark, Narayan Press. Finegan, E. (2004) Language Its Structure and Use; Boston, Massachusetts, USA; Thomson
Wadsworth, 2005. Fishbein, M. and Ajzen, Icek (1975). Belief, Attitude, Intention and Behaviour. Philippines:
Addison‐Wesley Publishing Company. Henson, J. (1994). Labyrinth. The Jim Henson Company. Video Archive. Dec 2005. Jörgensen, Nils. (1995) Barnspråk och ungdomspråk Lund: Studentlitteratur Martin, Cynthia. (2000). Modern foreign languages at primary school: a three pronged
approach? Language Learning Journal, Winter 2000. No 22. 5‐10. Google Scholar 051019. Mesthrie, R., Swann, J., Deumert, A., and Leap, W.L., 2000 Introducing Sociolinguistics;
Bodmin, Great Britain; Edinburgh University Press; 2004. Nero, L. (2005) Learn with Lucy, engelska för de yngsta. Skällinge: Beta Pedagog. Richards, Jack C and Rodgers, Theodore S. (2001; 9th Printing) Approaches and Methods in
Language Teaching. New York: Cambridge University Press. Risholm, B. and Wessman, K. (2001). Elevplanerad Engelska. Stockholm: Natur och Kultur Skolverket – Compulsory School: School and course curriculum and timetables http://www.skolverket.se/sb/d/374/a/1215#paragraphAnchor0; 051128 Steinberg, Danny D; Nagata, Hiroshi and Aline, David P. (2001 Second Edition)
Psycholinguistics: Language, Mind and World. Harlow, England: Pearson Education Ltd. Strömqvist, Sven. (1984). Barnspråk Malmö: Liber förlag. Sundin, Kerstin. (2000) English as a First Foreign Language for Young Learners, in Nikolov
M. and Curtain H. (eds.), An Early Start: Young Learners and Modern Languages in Europe and Beyond, Strasbourg: Council of Europe Publishing, pp. 151‐158. http://www.ecml.at/documents/earlystart.pdf]
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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11. Appendices
1. Skolverket: Information from the Swedish School Curriculum 1952 and 1994
2. Horizontal and Vertical Language Transference
3. Indo‐European Language Chart (Proto)
4. Questionnaires
5. Film questions
6. Transcription of Group A
7. Transcription of Group B
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 1 (page 1 of 4) http://www.skolverket.se/sb/d/374/a/1215#paragraphAnchor0; 051128 Du är här: Startsida / Om skolväsendet / Faktabladen Skolan i Sverige / Faktablad på engelska / Compulsory School
Startsida Om skolväsendet Faktabladen Skolan i Sverige Faktablad på engelska The Swedish School System Preschool activities Preschool class Child care for schoolchildren Compulsory School Upper Secondary School Adult education Education for those with learning disabilities Special education and special schools Education for students of non-Swedish background Assessment and grading Democracy and Fundamental Values Publikationer Kontakta oss
Compulsory School In Sweden, all children between the ages of 7-16 must attend school. If the parents wish, a child can start school one year earlier, at the age of six. Municipalities have an obligation to provide a place for all 6-year-olds in a preschool class. Included in compulsory schooling are the regular compulsory schools, Sami school, special school, and compulsory school for the learning disabled. Education is compulsory and free of charge. Normally, students or their parents are not charged for teaching materials, school meals, health services and transport. Content on this page:
• School and course curriculum and timetables
• Timetable
• Subjects
• Profiling and choice of school
• Goal- and achievement-related grading
• Special School
• Compulsory School for pupils with learning disabilities
• Sami School
School and course curriculum and timetables The most recent curriculum for compulsory education (Lpo 94) entered into effect in 1994. A common curriculum is used for regular compulsory school, Sami school, compulsory school for the learning disabled and special school. This curriculum was amended in 1998 to include also the preschool class
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 1 (page 2 of 4)
and leisure-time centres. The curriculum states the school’s fundamental values and basic objectives and guidelines. There are also nationally approved syllabi for the individual subjects.
Every municipality shall adopt a local school plan showing how the schools in that municipality are to be organized and developed. The curriculum, syllabi and school plan then allow the principals, teachers and students of individual schools the flexibility to adapt content, organization and work methods to local conditions. The planning of these elements are laid out in the school’s work plan.
The minimum number of guaranteed teacher-directed instruction hours for subjects in compulsory school are given in a general timetable.
Timetable Number of compulsory school teaching hours (= 60 minutes) for subjects, subject groups and in total:
Subjects Arts 230 Home economics 118 Physical education and health 500 Music 230 Textiles and Wood- and metalwork 330 Swedish 1490 English 480 Mathematics 900 Geography, History, Religion- and Civics (combined) 885 Biology, Physics, Chemistry, Technology (combined) 800 Language options 320 Student options 382 Total guaranteed hours of instruction 6665 Whereof school option 600
The number of hours for a subject or group of subjects given in the timetable may be reduced by at most 20 percent to accommodate school options.
Profiling and choice of school The hours given in the timetable for student options are intended for the individual student to conduct more advanced study in one or more subjects. A school may also, within the stated limits, dedicate more hours to a subject than stated in the timetable. This enables the school to give its education a distinctive profile or specialization.
Most schools in Sweden are municipally run, and most children attend a municipal school near their home. However, students and their parents do have the right to choose another municipal school, or a privately run (independent) school.
Independent schools are open to everyone and must be approved by the National Agency for Education. The independent school receives a grant from the municipality in which the student resides, the amount of which is determined by the school’s enrolment and the needs of its students. The education of independent schools shall have the same basic objectives as municipal schools, but may have a profile that distinguishes it from the municipal school. If an independent school does not comply with applicable regulations, the National Agency for Education may withdraw its approval. Independent schools often have a specialization that differs from municipal compulsory school, e.g., a particular educational approach (such Montessori or Waldorf), linguistic or ethnic orientation, or have a specific religious character.
Goal- and achievement-related grading When the school and course curriculum were introduced, a new grading system also came into effect. The new system awards grades on a 3-point scale, with the possible grades of: Pass (G), Pass with Distinction (VG) and Pass with Special Distinction (MVG).
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Appendix 1 (page 3 of 4)
Special School Most hearing-impaired children and almost all vision-impaired and physically disabled children receive their education in compulsory schools. Deaf children and children with severe hearing impairments, however, attend special schools. Special school is a 10-year program that corresponds as far as possible to the education children receive in regularcompulsory schools.
There are also special schools for deaf and hearing-impaired children with learning disabilities.
Compulsory School for pupils with learning disabilities Children with learning disabilities attend a special program for pupils with learning disabilities comprising 9 years in either compulsory- or training school. Children with less severe learning disabilities attend the compulsory school, and students with more severe disabilities, such that they are unable to benefit from the education given in compulsory school for pupils with learning disabilities, attend training school. Children attending compulsory school for pupils with learning disabilities are entitled to a 10th year of school.
Sami School Sami children can receive education in Sami School that covers grades 1-6. This schooling corresponds to the first 6 years of compulsory school. Up
Print Last reviewed: 21 February 2005 Published by: Informationsenheten Skolverket, 106 20 Stockholm Visitingaddress: Alströmergatan 12 Phone: 08-527 332 00 Fax: 08-24 44 20 Email: [email protected]
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Appendix 2 (1 page) Horizontal and Vertical Transference
horizontal transference
Figure 1.1: Model for cultural information transference (35) Reproduced by kind permission of Östen Dahl; from Språkets enhet och mångfald (the original text is in Swedish)
grandparents
parents
vertical transference
of the same age
other adults
teachers
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 3 (1 page)
Bucknell University, Moore Ave., Lewisburg, PA 17837, America; Linguistics Department.
Proto‐Indo‐European Chart; James E. Lavine, Assistant Professor http://www.departments.bucknell.edu/linguistics/pie2.html 20051208
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
37
Appendix 4 (page 1 of 5) 1. Can you speak English?
inte mycket 2. Vad betyder det – att man kan prata Engelska? .................................................................................................................................................................... .................................................................................................................................................................... 3. Kan man använder att annat språk?
inte alls mycket 4. Hur kan man använda ett annat språk? .................................................................................................................................................................... .................................................................................................................................................................... 5. Är det viktigt att kunna ett annat språk? Varför? .................................................................................................................................................................... .................................................................................................................................................................... 6. Var lärde du dig Svenska? .................................................................................................................................................................... 7. Var det lätt?
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 4 (page 2 of 5) 8. Var det svårt?
9. Hur är det att lära sig Engelska?
10. Ska man börja tidigt med att lära sig Engelska?
11. Would you feel confident enough to say something in English or answer a question
based on the knowledge that you already have?
12. Is it more fun when you can choose what to work with than being told what to use?
13. Does the way Sarah speaks mean that she is more clever, or does the Goblin King
sound more clever?
14. What if Sarah was the Goblin Queen?
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 4 (page 3 of 5) 15. Would you like to learn other subjects in English? Svenska ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Matte ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ PA Pass ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slöjd ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Geografi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Historik ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Gymnastik ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Högläsning ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 16. What would you like to learn about in English? Naturen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min hobby ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min dagbok ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Mig själv ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min familj ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Världen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min omgivning ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Skön litteratur ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 17. Where have you used English other than in the classroom? 18. What did you think of English when you started to learn it?
19. What did you do when you had a problem? try yourself first? ask a friend? ask the teacher?
20. What was the result? ‐ ‐ ‐ ‐ ‐
21. Have you helped anyone? ‐ ‐ ‐ ‐ ‐
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
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Appendix 4 (page 4 of 5)
22. What was the result? ‐ ‐ ‐ ‐ ‐
23. Have you learnt lots of English? ‐ ‐ ‐ ‐ ‐
24. What have you learnt most? speak English read and understand listen to English read aloud write English new words 25. What can you do best? ……………………………………………………………………………………………………….. 26. Why am I asking you these questions? Can it help you? ………………………………………………………………………………………………………..
Kryss ut de meningarna som är fel för bilden.
The flower is pink.
This is a white ten on a black background.
It is twelve o’clock.
This arrow is pointing down.
It is quarter to six.
He is looking through a pair of binoculars.
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
Nero – Differing Attitudes 1
Appendix 4 (page 5 of 5) Skriv om meningarna i rätt ord följd. Är de sanna? Skriv ja eller nej efter meningen.
giraffe – this – a – is ………………………………………………………………………. has – it – neck – a – short ………………………………………………………………………. is – an – elephant – this ………………………………………………………………………. big – eyes – the giraffe – has ……………………………………………………………………….
Är de här meningarna rätta? Skriv ja eller nej. I went to school tomorrow. I am tired this morning. The sun are yellow. Give book me. Her name is Mikael. You am my friend. Muzzy is short not. He like chocolate. I can English speak.
Lucy Nero Differing Attitudes to Foreign Language Learning December 2005
Nero – Differing Attitudes 2
Appendix 5 (1 page) Film questions on the Labyrinth Some of these questions were asked in Swedish. 1. Did you understand the story? Tell me what happened. 2. What is the dog’s name? Merlin 3. What time was it when they ran home? 7 o’clock 4. What is the girl’s name? Sarah 5. What is the baby’s name? Toby 6. What is the bear’s name? Lancelot 7. What did the goblins say? Listen, shhhh 8. Do you hear different dialects? UK, USA 9. Who took Toby? The goblin king 10. What gift does the goblin king have? a crystal 11. What does Sarah want back? her brother 12. What does the goblin king say? Turn back before it’s too ‐‐‐‐ late 13. How many hours does Sarah have to rescue her brother? 13 14. What is the troll’s name? Hoggle 15. What did the fairy do to her hand? bit it 16. What does she think fairies should do? grant wishes, be kind 17. How many fairies has Hoggle squirted? 60 18. Which way does Hoggle ask her to go? Left or right 19. What did the caterpillar say? He is a worm – Come inside and meet the Mrs, Come inside and have a nice cup of tea 20. What does Sarah say when she hears the baby crying? I’m coming Toby!
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Nero – Differing Attitudes 3
Appendix 6 (page 1 of 12) Transcription Group A 051205 Questions asked after the film showing The underlined utterances were made in English. The bold utterances are examples of epistemic modality. Some of the questions were not asked due to time constraints. R: What was the dog’s name? Vad heter hunden. A7: Hon pratar så otydligt så att jag hörde knappt det. R: Det var flickan då som var lite otydligt. Du missade hunden. B: Jag hörde inte allt vad hon sa.... A6: Det var väl när han hon skulle säga nåt så började han skällar. R: Ska jag säga vad hunden heter då? A1/2: Ah, ah R: Merlin. A1/2: Jaaa. Ah just det. R: Känner du igen det? A5: Ah, det gör jag. A3: Ja! R: Vilken tid var det när flickan skulle springa hem? A3? A3: Sex. R: Ok. A1? A1: Sju. R: Seven o’clock. A7? A7: Seven o’clock. R: Vad heter flickan? A3? A3: Sarah. R: A6? A6: Sarah. R: Är ni överens? Flickan kommer hem, vad händer sen? A7: Unclear R: Och hur är hon bemött då, av sin styvmor? A1: Hon tycker inte om sin styvmorsan. R: Det är alldeles riktigt, hon är arg för att hon kommer hem sen. Varför är de
arga? A7? A7: För att hon skulle [...]. R: Just det, exact. Vad heter barnet? Bebisen? A7: Toby. R: Toby, Toby. Det är en förkortning för Tobias. Toby. Vad heter nallen som
hade försvunnit? Det såg du inte! A7: Det fanns en det fanns en som heter Lancelot. R: [...] Vad sa goblinarna när när um .... goblinarna pratar i mun på varandra.
Vad är det de sa till henne? ? Unclear R: Precis. ”Listen. Shut up!” Hörde ni en skillnad mellan hur Sarah pratade och
kungen? A? Ah. R: Vi pratade om dialekter förra veckan och var tror ni att de kommer ifrån?
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Appendix 6 (page 2 of 12) Transcription Group A 051205 ? Unclear R: Ok, kan vi säga så här då, var det en som låter som jag? Vad det Sarah eller
Kungen som lät som mig? A1: Cool. R: [laughter], är jag cool? When I speak English I sound like this. Hur lät Sarah?
Vilket land kommer hon ifrån? A1: England. R: Kommer Sarah från England? A1: Nej, Afrika. R: Eller..... A4: Belgien. R: Prata de engelska i Belgien? Nej. A4: Men du kommer väl från Belgien? R: Nej, jag har bott där men jag kommer från England. A4: Men de kan ju prata engelska. R: A1. [laughter] A1: Det kom ju med på bandet. R: Nej men det gör ingenting, det är bara roligt! A1: [...] ont i magen! R: Vilket land kommer Sarah ifrån? A6: Amerika. R: Right, thank you. A1: Men Afrika är nästan nära. R: Nej, Afrika ligger väldigt långt borta från Amerika, du kan titta på kartan sen!
[laughter]. A1: Men det låter lika. R: Vad hade kungen i sin hand? In English now. A6: Krystal. R: Crystal. A3? A3: Krystal. R: Vad sa du? A3: Jag sa crys‐tal! [laughter] R: Crystal? A3: Crys‐tal! [laughter] R: Vad sa Goblin Kungen då? Shh shh det kom med på band.. A4: [...] labyrinten... A3: 14 timmar [...] R: 14 timmar. Vad sa kungen då, han var inte så angelägen att hon skulle gå dit
och söka. A7: Unclear R: Ja, precis, han sa ”Turn back before it’s too late!”. Den där roliga mannen då
som stod där vid – ?: Unclear R: Ah precis! Vad heter han då? A7: Hoggle. A4: Ho‐Ho.
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Appendix 6 (page 3 of 12) Transcription Group A 051205 R: Såg du den? Vad sa du? A6: Jag tror att han heter Hayhon. R: Att den börja på /t/, vad sa du? ? Unclear The recording was turned off when a teacher came into the room. R: What was his name, that little man? A1/4/7/9: Ho, Hog, Hag…… R: Hoggle. A1/4/7/9: Hoggle [laughter]. R: Hoggle. A1/4/7/9: Hoggle. R: What did the fairy do to her hand? A4: Bite her. R: Yes. A1: Cool, cool, cool! R: What did Sarah think fairies should do? A7? A7: Be nice. R: Yes, be nice, and, A4? A4: Do good things. R: Do good things, yeah. What about a wish? What’s a wish? En önskan. ? Unclear R: Ah, precis, att hon skulle förverklig en önskan. How many fairies had Hoggle
squirted? A6? A6: Sextio eller nåt, nej! A1: Femton? R: Sixty, fifty‐nine and then sixty. What does Sarah do then? Vad gör hon då?
A4? A4: She go in the Labyrinth. R: She goes into the Labyrinth. Hoggle stalls en fråga till Sarah om hon ska dit
eller dit. [...] A1? In English, två ord, ”Which way are you going to go?” A1: Left …….and right. R: Yeah. A7? A7: Er….both. R: Yes, A4? A4: Left or right. R: Left or right. ? Unclear R: Nej, men det är jätte bra. Den här lilla krypen på...... A3: Worm! R: Worm. Vad sa han då? A7: Hon. R: Hon? Vad det en hon? Hur vet du att det var en hon? A4: Jag tycker det. R: Du tycker det. Ok. A7? Listen now.
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Appendix 6 (page 4 of 12) Transcription Group A 051205 A7: Hon sa att .......... R: Nån annan som tycker att det var en tjej? A8: Nej. R: Varför tror du att det var en kille? A8: Jag vet inte riktigt. R: Om jag säger så här att masken sa ”Come inside and meet the missus!” What is
”missus”? .........Kom in och träffa frun, sa han. Så det var en man, en manlig mask. [laughter]. ”Come inside and meet the misses!”. Och vad sa masken sen? “Come inside and have a nice cup of….”?
A3: Tea! R: Sen gick Sarah eller hur. Hon tackade så hemskt mycket sen gick hon. Vad sa
masken då? A1: Bye bye! A6: Om hon hade gått den vägen skulle hon gå till slottet. R: Ah, precis, ”Ooh, never go that way, that way goes straight to the castle!” och hon
ville direkt till slottet eller hur, så det var egentligen det hon vill. Vad säger Sarah då när hon hör bebisen gråter? A7?
A7: I’m..... R: I’m....vad skulle man säga på svenska? ? Unclear R: Det här var ganska svår engelska men ni har förstått jätte mycket, eller hur?
Lyssnade ni på rösterna eller listade ni ut ganska mycket genom att titta på vad de gjorde?
? Unclear A7: Eller typ um.... R: Den lilla masken? A7: Ah, precis. 2nd transcription of recording done 051214 A2 and A4 were absent. PA Pass means Practical Work and is taught to Grades 1 and 2 at this school. Recordings of questions 1‐10 are not included in the transcription due to poor sound quality. Written answers of these questions can be seen –ON THE FOLLOWING LINK‐?? I’ll talk to the library about this. Question 11 R: Ok, nu börjar vi. Det här är klass grupp A. Första frågan är känner ni att ni
kan tillräkligt engelska att svara en fråga trots att ni inte har ordförrådet. Till exempel, om jag ställer en fråga ang ett ämne att ni inte vet så mycket om men du förstår frågan skulle du våga svara på det? Skulle du våga? A9?
A9: Jag skulle våga svara. R: Du skulle våga. A3? A3: Kanske, men då skulle jag prata svengelska.
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Appendix 6 (page 5 of 12) Transcription Group A 051205 R: A1 A: Ah, jag skulle svara. R: Du skulle svara? A7? A7: Ah, jag skulle också svara. R: A6? A6: Jag skulle nog svara. The recording was turned off to check for sound quality. Question 12 R: Är det roligare att välja själv vad ni ska jobba med på engelska än att nån
säger till dig? A3? A3: Ah R: Varför? Vad tar du fram i så fall, vad jobbar du med? A3: Nånting jag tycker är roligt. R: Typ...... A3: Nåt korsord. R: Korsord ok, nån annan, A5 A5: Jag skulle har gjort det, ah det skulle jag göra. R: A7? A7: Det beror ju på vad det är. Om nån säger att jag ska göra nåt roligt då göra
jag det men annars om det inte är nåt så skulle det vara bättre att välja själv. R: Vad är det som är roligt eller tråkigt? Och vem som helst kan svara. Vad är
det som är roligt eller tråkigt? A6: Korsord är roligt. R: Crosswords […]. A1: Crosswords. A5: Det skulle vara tråkigt om nån sa så här ok vad betyder blomma på engelska
vad betyder er mmm eller nåt annat tråkigt. R: Så ni vill gärna jobba med nåt roligt uppgift som ni kan identifera med, nåt
ämne som ni tycker själv är roligt och göra det på engelska. A7. A7: Det är roligt när man ska läsa texter. Hela texten. R: Hela texten. A1. A1: Memory. […] Question 13 R: Sarah och Goblin King pratar på olika sätt eller hur. A1/3/5/6/7/8/9: Ah. R: Hur pratar dem? A1: Vad? R: Deras dialekter. A7: Sarah hon pratar ju … A6: Amerikansk vet du. A7: Nej, hon pratar hon pr nej hon pratar typ som... A3: Hon pratar som du? Question 14 was not asked.
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Appendix 6 (page 6 of 12) Transcription Group A 051205 Question 15 R: Nummer 5. Skulle ni ville ha andra ämnen på engelska? Svenska? A7: Varför ska man ha svenska på engelska lektionen? R: Ah. A7: Det går inte. R: Nej. Matte A8: Nej. R: Inte matte på engelska? A5: Nej, det går inte. A6: Jo det går [...] R: Pratar inte i mun på varandra….vad var det du sa, A5? A5: Det går inte att ha matte, det blir ju typ samma som i Sverige [...]. A6: Man kan ju ha med engelska siffror då blir det roligare. A7: Alla siffror ser likadana ut fast indiska siffror och sånt där det är 1 nåt annat. A6: Till exempel, om man säger er two plus one, vad är det till exempel? R: Equals? Ah juste, det kan man. Jag vet att ni inte ha PA Pass längre men PA
Pass, skulle det funka på engelska? A3: Om man gjorde nånting på engelska då R: Mmm, till exempel….. A3: Kanske korsord eller nån lek. R: Nån lek. Nån annan. PA Pass på engelska. Slöjd på engelska. A8: Ja. R: A9. A9: Jag tycker det skulle funka. R: Varför? Vad är det nu gör i PA Pass och slöjd? Nu gör praktiska saker, eller
hur, get the scissors, cut the material, tycker ni att ni skulle lära er mycket? A1: Ah. R: Uppmaningar och så. Geografi på engelska. A5/6/7/8: Ah. R: Varför? A3: [..] otydlig. R: Nån annan? Geografi? Historik? Historia? A7: Kanske man kunde typ forska lite om Englands historia eller nåt sånt där. R: A5? A5: Det var inget. R: Du räkt din hand upp nej? A6 din hand var upp. A6: Det skulle vara roligt att forska om Englands kungar. R: Englands kungar. Mmm. A3: Det var det jag skulle säga. bra gymnastik A3: Yes. R: A1. A1: Yes. R: Varför? A1: Otydlig. A7: Man kan få instruktioner på engelska.
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Appendix 6 (page 7 of 12) Transcription Group A 051205 R: Juste. [....] A3: Det var nog det som A1 sa. R: Högläsning då. A1/3: Ah. A7: Det gör vi faktiskt redan. R: Det gör ni redan. Question 16 R: Vad skulle ni vilja lära er på engelska? Naturen? A6? A6: Det skulle vara roligt att höra om Englands natur. R: Din hobby? A5: Ah, det skulle vara roligt. R: Din dagbok, att ni hade en dagbok på engelska i skolan. A3: Det skulle nog vara roligt. A6: Jag tror det. [...] A9: Det skulle vara ganska roligt att skriva om engelska saker. R: Och en dagbok, det skulle man inte skriva så mycket eller hur? Kanske ett par
meningar och det skulle vara ok. The recording was turned off while more questions were handed out. R: Kryssa ut dem meningarna som är fel på bilden. The flower is pink. A3. A5: Det kan vara rätt. A1: Jo, men den är ju vit. R: Vad är det för färg? A1: Vit. R: Är det rätt då? A5. Nej. R: The arrow is pointing down. (The recording was turned off while I explained
how they should do the exercises.) This is a white ten on a black background. A6: Yes. R: It is quarter to six. A7: Wrong. R: A7 sa wrong. It is 12 o’clock. A9: Yes. R: A9 said yes. He is looking through a pair of binoculars. Binoculars, kikare. A5: Jag gör en bock för dem som är rätta. R: Titta på bilden. Är det en pojke eller en flicka? A5: Nej, det är en tjej. R: Läs meningen igen då. A7: Ah fel, det är inte lätt. A6: Sa du fel? A7: Ah, jag tänkte inte på att det var en tjej. R: Nu pratar ni i mun på varandra. Vad skulle det vara? Vad bör det vara?
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Appendix 6 (page 8 of 12) Transcription Group A 051205 A3: She istället för he. R: Nån annan, är ni eniga? A1/3/6/7: Yes. R: Skriv om meningarna i rätt ord följd. Är de sanna, skriv ja eller nej efter
meningen. A7: Altså ska stå så här has it a short neck eller it has a short neck? R: A7, tar den första. A7: It has, men den har jag redan gjort. R: Yeah I know, men vi har inte den på band. Giraffe this a is, vad bör det vara? A5: This is a giraffe. R: Det var A5. A7 vad sager du? A7: This is a this is a giraffe. R: Nästa, has it neck a short. Vad bör det vara? (Inspelning stängs av pga andra
barn som kom in i studierummet.) Is an elephant this. Hur blir det med meningen där? A7?
A7: This is an elephant. This is an elephant. A5: This is a elephant. R: Nån annan. A1. A1: This is a an elephant. R: xxxxxx. Jag menar A3. A3: This is an elephant. R: Varför sa ni an elephant och inte a elephant. A3: [...] vokalerna. R: Big eyes the giraffe has. A5. A5: The giraffe has big eyes. R: Bra. Är dem här meningarna rätta. Skriv ja eller nej. Och ni får gärna
förklara varför om ni kan. I went to school tomorrow. A7: Jag gick till skolan imorgon. A5: Hur låter det? R: A7. Jag gick till skolan imorgon. Är det rätt. Varför? A7: För att jag gick till skolan imorgon, då har det inte hänt än. R: Nej. Så man kan inte använda gick med imorgon. Bra. I am tired this
morning. A9: Vad betyder det? R: 9, 7? A7: Jag är trött den här morgonen. R: Kan man säga så? A7: Mmm. R: The sun are yellow. A9. A9: Solen är gul. Det är rätt. A7: Men det kanske ska vara is. R: Det är bra A7. Give book me. A8: Det var fel. R: Varför sa du nej, varför skrev du nej 8. A8: Ge bok mig kan man inte säga. R: Nej, vad ska man säga istället?
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Appendix 6 (page 9 of 12) Transcription Group A 051205 A8: Ge mig boken. R: Hur sager man det på engelska? A8: Give me the book. R: Good. A7: Men ska det vara is yellow? R: Yes. The sun is yellow. Yes. Her name is Mikael. A3. A3: Det skulle vara his name […]. R: Ah, för att Mikael är maskulint eller hur, och her ... har det pojkar att göra?
Her? A6: Den är fel. R: Mmm ok, den (inte ”Her name is Mikael.”) är ju rätt. A5: Den är ju rätt. R: You am my friend. 7. A7: Man ska saga you are my friend. R: Nån annan Muzzy is short not. A5: Det ska var Muzzy is not short. R: He like chocolate. A1: No R: Why? Det är rätt, det ska var nej men varför? A1: Mmmm, jag vet inte [...] R: He like chocolate. Är det rätt eller fel? [...] A5: Det är rätt. R: I can English speak. 5? A5: I can speak English. A7: I can speak English […] Jag kan engelska tala. R: Hur vet ni att ord följden är fel då? Vad gör ni för att lista ut det? A7: För att er om man översätta det till svenska då bli det ju jag kan eng prata. R: Om ord följden är samma på engelska och svenska då, vad kan man säga om
både språken? A7: Jag fattar inte. R: Om ord följden på svenska är samma som det är på engelska, vad betyder
det? Finns det nån likhet mellan svenska eller engelska? A7: Ah, vissa ord som typ er bus och buss och liksom typ er ah vissa saker. Men
svenskan kommer ju egentligen från engelskan tror jag eller så. R: Men ord följden då. A7. Det måste inte vara samma, det brukar inte vara för att på vissa skulle säga till
exempel er för till exempel de säger this is a giraffe. Då säger man ju det här är en giraffe liksom och det är nån typ av [...] The recording was turned off.
Question 18 R: Vad tänkte ni om engelska när ni började läsa det? Tyckte ni om det, tyckte ni
att det var tråkigt? A5: Tråkigt. R: Tråkigt. A7: Jätte tråkigt. R: Ja, jag vet det! A5: Det var ju så sumpigt.
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Appendix 6 (page 10 of 12) Transcription Group A 051205 A3: Menar du i förettan eller i ettan? R: I förettan eller ettan. Vad tyckte ni om engelska när ni började läsa det? A6: Så där. A3: Det var inte så roligt tror jag fast det var roligt att sjunga sånger och göra
lekar. A7: Jag tyckte inte som det var roligt förrän vi började i 2:an. Jag började tycka
om det i slutet av 3:an. R: Mmm, A1? A1: Jätte tråkigt. R: När du började läsa engelska? A6: Det var inte jätte roligt. Det var roligt att göra lekar och så. R: Varför var det roligt att göra lekar? A3 du sa också lekar. Varför var det
roligt att göra lekar? A3: Jag vet inte, man lärde sig mycket eller så. R: Det var saker och ting som ni kunde på svenska, kanske, lekar? A3: Ah, lek. R: A5, ville du säga nåt annat? A5: Det var jätte sumpigt. R: Sumpigt, vad betyder sumpigt? A5: Gö tråkigt. R ah ha. A5: Punk: R: Punk, vad är punk? A5: Jag läste igår i en tidning att det var en som frågade det här, ”Vad är punk?”
och då sparkade han på soptunnan och då sa han, ”Det här är punk.” Och sen sparka den här på den andra soptunnan och så sa han så här, ”Är det här punk?” och då sa han, ”Nej, nu är det trend.” Och då är punk en sak som man bara göra en gång.
R: Lite rebel. Lite rebelaktig. Question 19 R: Ok, när ni har ett problem på engelska, vad gör ni? Försök först själva, fråga
en kompis eller fråga läraren? A7: Vad menar du liksom, när man började eller nu? R: Nu, om ni har nånting som är svårt på engelska, vad gör ni? A3: Menar du med dig eller menar du med våran nu lärare? R: Med din nu lärare. A8: Fråga en kompis gör jag ju. [skratt]. R: Om du har ett problem, försöka du själv först, fråga en kompis eller fråga
läraren? A3: Fråga en kompis. R: Fråga kompis. Mmm. A3: Eller fråga xxxxxx. R: Säg inte hennes namn igen. Säga läraren. A1: xxxxxx. R: Eller du kan säga engelska läraren. A9?
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Appendix 6 (page 11 of 12) Transcription Group A 051205 A7: Jag tycker inte att jag behöver nån så, men om jag ska fråga nån så frågar jag
nog – mmm inte kompisar för att de kan ha fel och om man försöka själv så kanske det också är fel men läraren vet ju så hon kan man ju fråga.
A6: Jag brukar fråga min bordskamrat. R: Din bords kamrat. A3. A3: Ibland fråga jag min engelska lärare och ibland en kompis. A1: Ibland fråga jag läraren ibland fråga jag ... The recording was turned off because the class teacher came into the room. Due to lack of time, questions 20, 22 and 26 were not asked. Question 21 R: Har ni hjälpt nån annan? A7: Jätte mycket, typ hela tiden. R: Nån annan, har ni hjälpt nån annan? A3? A3: Ibland. R: Nån annan, 7? A7: Jo för att när jag gick i nollan och ettan och så då hjälpte jag ingen men annars
så .... Question 23 R: Har ni lärt er mycket engelska? 9? A9: Ah, ganska mycket. R: 3? A3: [...] Question 24 R: Vad har du lärt dig mest? Lyssna nu, vad har ni lärt er mest, prata engelska,
läsa högt, läsa och förstå, lyssna till engelska, skriva engelska eller nya ord. Vad har ni lärt er mest? 3?
A3: Nya ord. A1: Lyssna till engelska. R: Listen to English. A7: Speak English, write English, och new words. R: Nån annan. 9? A9: Speak English. Read English, vad är det? Läsa? R: Läsa. Mm. A5: Jag kan inte förstå allt jag läser men jag kan läsa! Question 25 R: [...] Vad kan ni göra bäst på engelska? Läsa, prata, skriva? A6: Prata. A3: Läsa. A5: xxxxxx Speak. R: A7, vad har du sagt? A7: Alltihopa. R: Läs den för mig. A7: Speak English, read aloud, new words, listen to English, read and understand,
write English.
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Appendix 6 (page 12 of 12 ) Transcription Group A 051205 A5: Men vad kan du gör bäst utav dom? [...] Unclear. A7: Nej, det är inte iordning, jag bara skrev allting. [...]Unclear. END To listen to this recording, or for any further information, please contact me at: [email protected]
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Appendix 7 (page 1 of 11) Transcription Group B 051208 Frågor efter filmen The underlined utterances were made in English. The bold utterances are examples of epistemic modality. R: Förstod ni berättelsen? B2: Nej. B1: Lite. R: Vad var det som händer? B2: Det handlade om en tjej som skulle in på en labyrinth R: Varför skulle hon in i en labyrinth? B2: För att hämta hem bebisen. R: Och varför försvann bebisen? B2: Kanske för att hon var dum. R: Varför hade hon varit dum? B3: Jag vet inte. R: What was the dog’s name? Vad heter hunden? B1: Minns du? B2: Nej R: Vilken tid var det när de sprang hem? Hunden och flickan. B1: 12 nånting R: Vad heter flickan B1: Det vet jag inte. R: Vad heter bebisen? B3: Minns inte. R: Kom igen nu, bebisen. Nalle då som hon saknade från sitt rum. Vad heter nallen. B1: Vad var det? R: Det var en nalle, hon gick in i sitt rum och då saknades en nalle från henne hylla.
Vad heter nallen? B1: Sa hon det? R: Ja. B2: Jag vet inte. R: Ok, nästa, då går vi vidare. Vad sa goblinarna? B2: bläää eller typ liksom rädda världen..... B1: Yä, rädda världen. R: Hörde ni olika dialekter när flickan och goblin king pratade engelska? B1: Ja. B2: Ja. R: Vad kan ni berätta för mig om det? Vilka länder kom de ifrån då? B1: typ England och en måste vara Amerikan. R: Jätte bra. Vem kom från England och vem var Amerikansk? B1: Tjejen kom från England och goblin king kom från Amerika. B2: Ja. R: Ok. Vem tog bebisen? B1: Goblin king. R: Goblin king hade ett present med sig. Vad var det? B1: [....] en krystal [....]
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Appendix 7 (page 2 of 11) Transcription Group B 051208 R: Vad vill flickan har tillbaka? B1: Bebisen. B2: Bebisen. R: Vad säger Goblin King, han säger ”Turn back before it’s too ...” B2: Late. R: Hur många timmar har Sarah på sig att hämta tillbaka sin bror? B1: 20 väl. R: Det finns inga fel svar, jag vill bara att ni prata på. Vad heter trollen? B1: Goblin. R: Vad gjorde den lilla fen till henne när hon plockade upp den? B2: Bet henne. R: Vad tror Sarah att fen ska göra? B2: Typ ......... R: Jätte bra. Hur många fairies fen dödade Hoggle med sprutan? B3: 60. R: Ja 3, jätte bra. Hoggle säger till henne, ”vilken väg ska du gå”. B1: Left and right. R: Bra. Vad sa ... vad heter det på svenska ... Vad sa larven? B1: Att hon skulle gå mot den väggen på Labyrinthen. R: Vad säger Sarah när hon hör bebisen gråter? B2: Att bebisen skulle vara tyst. Question 1 R: Vad betyder det att man kan prata engelska? B3, vad har du gjort för nummer ett
”Can you speak English?” Var har du dragit streck? There. ok bra. Vad skulle krävs för att du skulle göra så?
B2: Jag vet inte. R: B1, vad skulle krävas för att du skulle skrivit strecket längst ut? B1: Kunnat lite mer. R: Om vi säger så här då, att den biten som ni har lärt er om engelska, kan ni den
biten bra? B3: Visst. B1: Bra. B2: Yes, very good. R: Då tycker jag att du kan flytta strecket. Det skulle jag säger för att det ta massa
med år att lära sig engelska eller hur. Så om du är nöjd med den biten du kan då tyckerjag att ni ska göra det.
Question 2 R: Vad betyder det att man kan prata engelska? B2: Att man kan prata med resten av länder eftersom engelska är det vanligaste
språket. B1: Det finns många länder som kan prata engelska.
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Appendix 7 (page 3 of 11) Transcription Group B 051208 Question 3 R: Kan man använda ett annat språk? B1: Ja, det kan man. R: B3, vad tror du? B1: I Sverige kan man använda svenska [skratta]. R: Ja, du menar som jag då som är engelsk kvinna som bor här i Sverige, då kan jag
använda ett annat språk. B1: Ja. Question 4 R: Men var kan du använda engelska? B1: Den frågan förstå jag inte riktigt. R: Om du kan engelska, hur kan du använda detta språk? B1: Prata med andra och så. R: I Sverige? B1: Ja, det kan jag och så i andra länder också typ England. B2: Finland, kanske. R: Om man inte kan finska. Kan du finska B2? B2: Nej [skratt]. Question 5 R: [...] du gör precis vad du tycker, alla svar är rätt. Är det viktigt att kunna ett
annat språk? B1: Mmm. R: Varför? B1: För mmm ... om man resa till ett annat land och bli sjuk typ. R: att bli sjuk? B1: Ah, då måste man kunna beställa typ en ambulans. B2: Eller vad är telefon numret i England typ istället för 112? R: 999. B1: Vad? R: Nine, nine, nine. B1: I fall man lägga sjuk i sängen och behover beställa pizza. R: Ah, jag visst! Det är jätte bra. B3, vad säger du? Din lilla röst hörs inte så mycket
på bandet. B2: Ah, det är en bra orsak [....] köpa mig en ny stol. R: Då ta vi nästa. Question 6 R: Var lärde du dig svenska? B3: I Göteborg [....] R: Vem var det som lärde dig, var det fröken? B3: [...] det bara kom. R: Men hur? B2: Det vara att prata. B1: Jag lärde mig från mina föräldrar. R: Men hur kommer det, varför kommer det? B1: Var är mitt papper förresten?
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Appendix 7 (page 4 of 11) Transcription Group B 051208 B2: Prata med mamma och pappa. Question 7 R: Var det lätt? B2: Ah. Det var lite svårt att börja så där. R: Men det gick ganska lätt. B1: Jag sa, ”Mamma!” R: Vad händer när du ropar mamma? B1: Då kommer mamma. Hon sa att det var bra att jag kunde prata lite. R: Var hon jätte lyckligt att du hade sagt mamma som första ord eller? B1: Mmm. R: Vad händer när du ropar mamma, B3? B3: Det gjorde jag inte, jag ropar pappa hela tiden [skratt] R: Vad händer när du ropar på pappa? Prata högre snälla! B3: Jag vet inte. Jag kommer faktiskt inte ihåg. Question 9 R: Hur är det att lära sig engelska? Nu får ni drar streck på pappret. B1: Det är rätt lätt. R: Hur är det att lära sig engelska? Här B2. Så mycket, hur kan man tolka det? (till
B1). B1: Någonstans där emellan. R: Att det går upp och ner, ibland är det bra, ibland är det dåligt? Bra, B2, ritar ett
litet streck där och B3. Question 10 R: Ska man börja tidig med att lära sig engelska? B2: Nej. R: Det tycker du. B1: Jaa ibland och ibland inte. R: Om ni hade haft möjlighet att lära er engelska innan skulle ni ville ha gjort det
tror ni. B1: Kanske lite innan, typ i 2:an. R: B3. B2. Du skulle säga nånting. B2: Kanske typ i 1:an. R: I 1:an, varför i 1:an? B2: För att ha kunnat mer. B3: Jag skulle lära mig på dagis. R: Var det din fröken som kunde engelska då B3? B3: Om jag lärde mig på dagis eller? R: Ja. B3: Ah jag försökte att lära mig själv. En gång fick jag ser en engelska skreck film
med pappa så försökte jag lära mig så mycket jag kunde [...] B1: Ska man växla papper? R: Ja, och vi ta nästa. Question 11 R: Ok, då ska jag läsa det här för det här är på engelska. Skulle ni kunna er att svara
på engelska med den engelska ni kan, om jag ställer en svårare fråga som tror att ni förstå..
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Appendix 7 (page 5 of 11) Transcription Group B 051208 B1: Ska man drar streck eller? R: Ja. Skulle ni ville göra det? Eller om jag ställde en frågor som ni förstod men inte
kunde svara, skulle ni försöka ändå, B2? B2: Ja, jag skulle försöka. R: Ja, vad bra. Och du skulle också det? B1: Ja. Question 12 R: Är det roligt att använda det materialet ni vill själva jobba med i engelska eller ta
magistern fram allting? Om ni fick välja, skulle ni ville välja lite egna saker? B1: Menar du bara vanligt skolarbete eller engelska? R: Till exempel det finns vissa lärare som säger att, ”Ok, jag ska försöka lära de
engelska men de kan få jobba med vad de vill. De kan välja att läsa en text eller de kan välja att skriva en pjäs eller att de kan välja göra olika saker. Skulle ni ville göra det?
B1: Ja. B2: Ja. R: Skulle du ville jobba med vad du själv vill eller tycker du att det är bra att
magistern ta fram allting? B3: Nej, jag tycker om att jobba själv. Question 13 R: Ni hörde hur Sarah och goblin king pratade. Är den ena eller den andra lite
duktigare eller klokare, clever? B1: De är lika duktiga. R: Är den ena mer intelligent än den andra? Har du själv en uppfattning om att
Amerikanska engelska är bättre än Britisk engelska eller tvärt om? B1: Nej. B2: Nej. B1: Kan man dra den på mitten då? R: Ja, då betyder det vet ej eller lagom. B1: Ungefär där? R: Jätte bra B1, tack. Question 15 R: Skulle ville lära er andra ämnen i skolan på engelska? B2: Ahh. R: Och då har jag skrivit svenska. Det går inte eller hur? B1: Svenska på engelska? Nej. Men matte. R: Kan ni dra en streck då? Det är kanske roligare på engelska. Om svaret är ja, då
kryssa du längst ut, om det är nej längst in. B1: PA Pass – vi har inte det. R: Praktiskt arbete. B2: Vi har inte PA Pass. R: Nej, jag vet det men om ni tycker att det skulle gå bra då. B1: Det hade vi i 2:an och så. Det var kul för att vi skulle kunna rita och så. Det är
rätt kul. R: Slöjd då på engelska?
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Appendix 7 (page 6 of 11) Transcription Group B 051208 B1: Det går väl inte. R: Varför inte då? B1: Jo, det gör det. Slöjd är kul. B3: Det tycker jag också. R: Geografi? B1: Geografi går på engelska väl. B2: Man kan ta det i England. R: Men skulle ni ville göra det på engelska här i Sverige? B1: Nej. R: Nej, ok, då strecka du nej då, men du har gjort på allt? B3: [otydlig]. B1: Gymnastik – det går. R: Ah. B1: Det är kul B2: Historia, det går. R: Men skulle du ville göra det på engelska? B2: Ja, de gamla engelska historia går bra R: Högläsning då? B1: Det brukar vi göra ibland. Gymnastik är kul. Det har jag på högsta nästan på. Question 16 R: Vad skulle ni ville lära er på engelska? Om naturen? B2: Nej. R: Skriv nej då. Din hobby. B2: Mmm. B1: Din dagbok. B3: Jag har ingen dagbok. R: Men om skulle ni tycker att det var en bra idé att skriva en dagbok på engelska? B1: Faktiskt lite. B3: Min lilla syster kan skriva på engelska. B1: Mig själv? R: Ah juste, X ha jag på fredagar. Ah. Lära dig om dig själv. My eyes are blue. My
hair is blond. I am a boy. Typ. Sånna grejer. Familjen? B2: Ahh. B1: Det tar jag hälften på också. R: Världen? B3: Ah, då ska jag spränga oss. B1. Men då lever inte du B3. R: Du skulle åka iväg i rymdskepp först eller? B3: Ahh. R: Och trycka knappen med fjärrkontrol? B2: Min omgivning. R: Ahh. Skolan, Ljungskile, Uddevalla, stranden. B1: Jag tror jag ta hälften. Så. R: Skönlitteratur. Skulle ni ville ta hem böcker på engelska? B3: Nej! B1: Kanske, typ.
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Appendix 7 (page 7 of 11) Transcription Group B 051208 R: Jätte bra, då tar vi nästa. B1: Men det finns ju en fråga där nere. R: Var har ni pratat engelska förutom i klassrummet? B1: I England. Question 17 R: Kalle, har du pratat engelska nån annanstans? B2: Ah. Hemma. R: Hur då hemma? B2: Jag pratar med mamma ibland. Question 18 R. Ok, nästa fråga nu, vad tyckte ni om engelska när ni började läsa det? B2: Svårt. R: Svårt. Men om du skriver här då, då förstår jag att det menar svårt. Har du gjort
det B3? B2: Var det för lätt för dig då? B3: Ja...mmm R: Men du gillar inte engelska nu B3 sa du. B3: Jag är van med engelska filmer. Question 19 R: Aha. Vad gör ni när ni har ett problem? Försöka ni själva först, fråga en kompis
eller fråga läraren. B1: Försök själv först och sen kanske fråga läraren eller? R: Så du tar det i tur och ordning. B1: Ja. R: Kan du skriva 1, 2, 3 då. I den ordning ni skulle göra det. Hur blev det då? Hur
blev resultatet då när ni försöka själva? B3: Joo, rätt bra. R: Då kan du skriva med tummen upp då, B3. Question 20 R: Hur blev resultat när ni försökte själva? Det blev bra? B1/2/3: Mmm. Question 21 R: Har ni hjälpte någon annan? Har någon annan bett dig om hjälp med engelska? B2/3: Nej. B1: I så fall i spel. R: I spel vilka spel. B1: Gameboy. På Fire Red. R: Ah ha. Så ni hjälpa varandra med det då? B1/2/3: Ah. B1: Jag kan klara nästan på att, även i två dagar kan jag klara den på. Question 22 R: Så resultat blev bra då? B1: Ah. Question 23 R: Ah. Har ni lärt er mycket engelska? B1: Ja det ha vi.
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Appendix 7 (page 8 of 11) Transcription Group B 051208 R: Nummer 6, det har du gjort, har du lärt dig mycket engelska, B1. Question 24 R: Nummer 7 då, vad kan ni mest, prata engelska, högläsning, läsa och förstå, skriv
engelska, lyssna till engelska eller nya ord? Vad skulle ni säga mest? Prata? B3? B1: Var vad den här, mest, läsa? Var är den? R: Read aloud, högläsning. B1: Ska man ringa in? R: Ja, jätte bra. Vad har du gjort där, har du gjort den? B2? B2: Mmm? R: Vilken ha du gjort? Ah juste. Question 25 R: Vad kan du göra bäst då? B2: Läsa. B1: Läsa upp engelska. R: Mmm. Skriv det då. B1: Ska ni skriva? B2: På den strecken, ah. B3: Läsa. B1: Kan man dra en pil så? R: Jajamensan. B2: Det gick bra att läsa. Question 26 R: Varför ställa jag er de här frågorna? Kan de hjälpa er tror ni? B1: Ja, de hjälpa dig också. R: Ja. B2: Jag ska skriva yes. R: Hur kan de hjälpa er? B1: Vi kanske lära oss mer engelska. R: Ok, den sista nu. Den första, ”The flower is pink.”, Stämmer det? B1: Nej. R: “The arrow is pointing down.” B2: Nej. R: “This is a white ten on a black background. “ B1: Yeah. Oj! B3: Mmm. R: “It is quarter to six.” B2: Nej. B1: Nej. R: “It is twelve o’clock.” B1: Ah. B2: Jaha. R: “He is looking through a pair of binoculars.” B1: Vad sa du? R: He, is looking through a pair of binoculars. He. B1: Nej, där är fel.
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Appendix 7 (page 9 of 11) Transcription Group B 051208 R: Vad skulle det vara egentligen? B1: She. B2: She. B3: She. R: Excellent. Nästa. Skrev om meningarna i rätt ord följd. Är de sanna? Skrev ja
eller nej efter meningen. Om ni vill ni kan bara skriva siffror på orden. This giraffe this a is.
B1: Är det inte giraffe B2: This is a giraffe. R: Yes. B2: Skulle man skriva så? R: Ja, jätte bra. Nästa, has it neck a short. [pause]. Vad tar man först? B2: It has a neck. R: It has a, [pause] B2 it has a B2: It has a neck short? R: Var kommer short in? [...] substantivet innan. Short beskriver neck. B1: Ah ha. Då skrev jag fel. Vad bra. B2: Det betyder att short är där. R: It has a short neck. Has the giraffe got a short neck? B1: Mmm, nej. R: No, så den är fel. Då kan du skriva nej. Du kan skriva siffror så att du slipper
skriva ut det. Bra B2. Nu kan du forsätta. Är de här meningarna rätta. Skriv ja eller nej.
B2: I went to school tomorrow. R: Jag gick till skolan imorgon. B2: Nähä. R: Då kan du skriv ett kryss. B2: Give book me. Nej. R: Give book me. Ge boken mig. B2: Nej. R: Muzzy is short not. Låter det bra ord följd? Låter det bra? Är orden i rätt
ordning? Muzzy is short not. B2: Nej. R: Vad bör det vara då? B2: Mmm. B1: Vet du det. B2: Nej. R: Muzzy is not is short not. Jag sa det! B1: Ja, men vad är short då? R: Short? Short, tall. B1: Är det lång? R: Short, short, tall.
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Appendix 7 (page 10 of 11) Transcription Group B 051208 B1: Ah ha short betyder kort. R: Yes. B2: Muzzy är kort. Nej, det går inte. R: Det här är för dig B3. B2: Jag är trött den här morgonen, ja. [...] R: Her name is Mikael. Her name is Mikael. B1: Nej. Her name är hennes namn. R: He like chocolate. B1: Ah. B2: Nej. B1: Choklad nej. Choklad dricka eller att äta? R: Spelar ingen roll. Precis vad man vill. [...] B2: I can English speak. Jag kan engelska prata. Nej! Jag kan engelsk engelsk prata. R: Är det rätt? B1: Mmm. B2: Nej det är det inte! R: Du ser för att försöka lösa de här då översätta ni eller hur, B2? B2: Mmm? R: Till svenska. B1: Men den där ska vara borta liksom. R: Varför B1? [...] R: Ja, för att försöka lista ut om de här är grammatiska korrekta eller inte ni översätt
dem eller hur? B1/2: Mmm. R: Och vad kom ni på? Vad kom du på B2 när du översätt dem? B1: Att de var fel. B2: Att de var fel att använda det. R: Och hur kom ni på att den var fel? B2: För att jag översätt dem på svenska. R: Ah, och då var orden i fel ordning eller hur vad det ni kom det då? B2: Orden var i fel ordning. R: Fel ordning, ah juste. Så om engelska ord är på fel ordning and engelska ord är
på fel ordning, vad kan man säga om både engelska och svenska? B2: Vet inte. R: Om ord följden är fel på svenska och samma mening det är fel på engelska, vad
kan man säga om dem två språken. Är de lika eller olika? B1: Lika. R: Lika, det tycker ni. B2: Ah. R: Är det nån annan likhet mellan språken? B1: Tuschpennor. R: Tuschpennor? B1: Nej! [skratt] de ligger där ju. R: Ah ha!
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Appendix 7 (page 11 of 11) Transcription Group B 051208 B1: Det är en sån, jag vet den som jag hört den i så här likadan [...] å, ä och ö men det
har inte dem. R: Nej, det har vi inte. Men istället blanda vi bokstäver till exempel ”e‐i” B1: Det är [ei]. R: Eller ”e‐a”. END To listen to this recording, or for any further information, please contact me at: [email protected]
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