The Affective Objectives in Early Foreign Language Teaching: A Scale Development Study

Year 2015, , 1 - 15, 13.03.2015

Süleyman Nihat Şad , Oğuz Gürbüztürk

https://doi.org/10.17985/ijare.15364

Cited By: 2

Abstract

The main purpose of this study was to develop a valid instrument which can reliably measure the affective behaviors of young learners of English. To obtain the content and face validity of the scale, the items developed based on the review of relevant literature were assessed by an expert panel. The construct validity of the scale was tested through two independent pilot studies using exploratory (EFA) and confirmatory (CFA) factor analysis techniques. The data were obtained from 194 and 339 4th and 5th grade students in successive studies. The analyses revealed a 4-factor structure with satisfactory model-data fit indices: X²/df=1.371; RMSEA=0.033; RMR=0.019; Standardized RMR= 0.044; GFI=0.95; AGFI=0.93; NNFI=0.97; CFI=0.98]. The factors of the 17-item 3-point Likert type scale were designated as Attitudes toward learning foreign languages and English lesson, Motivation: Desire and effort to learn a foreign language, foreign language anxiety, and Attitudes toward foreigners and other cultures. These four factors together explained 53.88% of the total variance. Item-total correlations and Cronbach Alpha coefficients were estimated to test the internal consistency of the scale, and test-retest correlations were estimated to test the temporal reliability of the scale. The results showed that scale is reliable in terms of internal consistency and temporal reliability.

Keywords

  Teaching  foreign  languages  to  young  learners,   affective  features,   attitude,  motivation,  anxiety 

References

• Agullo, G. L. (2006). Overcoming age-related differences. ELT Journal, 60(4), 365-373.
• Aslan, N. (2008). Dünyada erken yaşta yabancı dil öğretimi uygulamaları ve Türkiye’deki durum. Çukurova Eğitim Fakültesi Dergisi, 35(3), 1-9.
• Brewster, J., Ellis, G., & Girard, D. (2004). The primary English teacher’s guide (New Edition). England: Pearson Education Limited.
• British Council (2003). Worldwide survey of primary ELT. Retrieved on 12.07.2009 http://www.britcoun.org.uk/english/eyl/index.htm
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York&London: Guilford Press.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7th edition). Ankara: PegemA Yayıncılık.
• Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
• Cid, E., Granena, G, & Tragant, E. (2009). Constructing and validating the foreign language attitudes and goals survey (FLAGS). System, 37, 496–513
• Coleman, J.A., Galaczi, Á., & Astruc, L. (2007). Motivation of UK school pupils toward foreign languages: A large-scale survey at key stage 3. Language Learning Journal, 35(2), 245-281.
• Council of Europe (2009). Common European framework of reference for languages: Learning, teaching, assessment (10th edition). Cambridge: Cambridge University Press.
• Çeçen, A. R. (2006). Duyguları yönetme becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 101-113.
• Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: Spss ve Lisrel yygulamaları. Ankara: PegemA Akademi
• Demirezen, M. (2003). Yabancı dil ve anadil öğreniminde kritik dönemler. Dil Dergisi, 118, 5-15.
• Demir, B. (2005). An investigation into effects of motivational factors and attitudes of primary school students on learning English as a foreign language. Unpublished master thesis, Çanakkale Onsekiz Mart University, Çanakkale.
• Djigunovic, J.M. (2009). Impact of learning conditions on young FL learners’ motivation. Marianne Nikolov (Ed.), Early learning of modern foreign languages: Processes and outcomes (pp.75-89). Bristol, UK: Multilingual Matters Ltd.
• Doyé, P. & Hurrell, A. (Eds). (1997). Foreign language learning in primary schools. Strasbourg: The Council of Europe.
• Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
• Dörnyei, Z. & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Z. Dörnyei & R. Schmidt (Eds), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: University of Hawaii Press.
• Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
• Edelenbos, P., Johnstone, R. & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. European Commission, Final Report of the EAC 89/04, Lot 1 study http://ec.europa.eu/education/policies/lang/doc/young_en.pdf
• Edelenbos, P. (1997). Evaluation and assessment. P. Doyé & A. Hurrell (Eds), Foreign language learning in primary schools (pp. 63-76). Strasbourg: the Council of Europe.
• Ellis, G. (2004). Developing intercultural competence with children in the English language class. Tresholds, 1, 14-17.
• Erdem, D. (2007). İngilizce dersine yönelik bir tutum ölçeği geliştirme çalışması. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 28, 45-54.
• Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
• Gardner, R.C. (2004). Attitude/motivation test battery: International AMTB research project (English version). The University of Western Ontario, Canada. http://publish.uwo.ca/~gardner/docs/englishamtb.pdf
• Gardner, R. C. & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194
• Gordon, T. (2007). Teaching young children a second language. USA: Praeger Publisher.
• Güreş, G. (2008). Kubaşık okuma yazma dinleme ve konuşma tekniğinin ilköğretim dördüncü sınıf öğrencilerinin akademik başarılarına ve İngilizce dersine ilişkin tutumlarına etkisi. Unpublished master thesis, Adnan Menderes University, Aydın.
• Harmer, J. (2007). The practice of English language teaching (4. Baskı) Harlow: Pearson Longman Limited.
• Heinzmann, S. (2009). "Girls are better at language learning than boys": Do stereotypic beliefs about language learning contribute to girls' higher motivation to learn English in primary school? Bulletin VALS-ASLA, 89, 19-36.
• Henry, A. & Apelgren, A.M. (2008). Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum. System, 36, 607-623.
• Henson, R.K. & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
• Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-32.
• Jantscher, E., & Landsiedler, I. (2000) Foreign language education at Austrian primary schools: An overview. Marianne Nikolov & Helena Curtain (Eds), An early start: Young learners and modern languages in Europe and beyond (pp. 13-27). Strasbourg: Council of Europe.
• Kara, A. (2003). Duyuşsal boyut ağırlıklı bir programın öğrencilerin duyuşsal gelişimine ve akademik başarısına etkisi. Unpublished doctoral thesis, Fırat University, Elazığ.
• Kara, Ş. (2004). Ana dil edinimi ve erken yaşta yabancı dil öğretimi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 295-314
• Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38, 216-228.
• Kıroğlu, K. (2006). Yeni ilköğretim programları 1-5. sınıflar. Ankara: PegemA Yayıncılık.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York London: The Guilford Press.
• Komorowska, H. (1997). Organisation, integration and continuity. P. Doyé & A. Hurrell (Eds.), Foreign language learning in primary schools (pp. 51-62). Strasbourg: the Council of Europe.
• Kubanek-German, A. (2000). Early language programmes in Germany. Marianne Nikolov & Helena Curtain (Editörler) An early start: Young learners and modern languages in Europe and beyond (pp. 59-70). Strasbourg: Council of Europe.
• Martin, C. (2005). Modern foreign languages at primary school: a three-pronged approach? Language Learning Journal, 22(1), 5-10.
• MEB (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
• Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann
• Oxford, R. & Shearin, J. (1994). Language learning motivation: expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
• Pallant, J. (2001). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (Versions 10 and 11). Philadelphia: Open University Press.
• Peng, J. & Zhang, L. (2009). An eye on target language use in elementary English classrooms in China. Marianne Nikolov (Ed), Early learning of modern foreign languages: Processes and outcomes (pp. 212-228). Bristol, UK: Multilingual Matters Ltd.
• Phillips S. (1993). Young learners. Oxford: Oxford University Press
• Stokic, L. & Djigunovic, J.M. (2000). Early Foreign Language Education in Croatia. M. Nikolov & H. Curtain (Eds), An early start: Young learners and modern languages in Europe and beyond (pp. 41-50). Strasbourg: Council of Europe.
• Scott, W. A. & Ytreberg, L.H. (2001). Teaching English to children (14th edition). New York: Longman.
• Schindler, A. (2006). Channeling children’s energy through vocabulary activities. English Teaching Forum, 44(2), 8-12.
• Slatterly, M. & Willis, J. (2001). English for primary teachers. Hong Kong: Oxford University Press.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.
• Tierney, D. & Gallastegi, L. (2005). Where are we going with primary foreign languages? Language Learning Journal, 31(1), 47-54.
• Tost Planet, M. A. (1997). Objectives and contents. P. Doyé & A. Hurrell (Eds), Foreign language learning in primary schools (pp. 15-24). Strasbourg: The Council of Europe
• Wang, Wei-Pei (2008). Teaching English to young learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives. Unpublished doctoral thesis, University of Waikato, Tayvan
• Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501- 517
• Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86, 54-56
• Ytreberg, L. (1997). Methods. P. Doyé & A. Hurrell (Editörler), Foreign language learning in primary schools (pp. 25-34). Strasbourg: The Council of Europe.
• Yurdugül, H. (2005, 28-30 Sept.). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, Denizli.
• Zehir Topkaya, E. & Küçük, Ö. (2009). An evaluation of 4th and 5th grade English language teaching program. İlköğretim Online-Elementary Education Online, 9(1), 52-65.