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Amber Dudley, Emma Marsden - Components of Language Proficiency, Häftad

Häftad, Engelska, 2026

Del 177 i serien Second Language Acquisition

Components of Language Proficiency

Adolescent Modern Language Learners in England

Av Amber Dudley, Emma Marsden

509 kr

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Beskrivning
Presents substantial evidence for the foundational role of second language linguistic knowledge over and above that of motivation and self-efficacy This book presents a comprehensive study into the components of language proficiency among 302 adolescent learners of French and Spanish in state-funded schools in England. It fills a significant gap in research on language learning in highly instructed settings and offers critical insights into current debates in modern language learning, teaching and assessment, both in England and internationally.It presents data on various constructs associated with proficiency – linguistic knowledge, skills, motivation and skill-specific self-efficacy – and explores how these relate to each other. Alongside their findings, the authors provide online summaries of each chapter and freely available materials for use in research, teaching and testing.This book will be of interest to students, trainee and practising teachers, teacher educators, and researchers of instructed second language learning, teaching and testing.This book is open access under a CC BY NC ND licence.
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Amber Dudley is a Leverhulme Early Career Research Fellow at the University of York, UK. Her research explores language learning and assessment among monolingual and multilingual learners of French and Spanish in schools in England.Emma Marsden is Professor of Language Education at the University of Oxford, UK. She has published widely on second language learning, teaching and assessment, and she was editor of the journal Language Learning. She has (co-)directed international open scholarship initiatives, such as OASIS providing accessible summaries of published research.

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This book reports a major indepth study of the foreign language knowledge and skills of today’s teenage learners of French and Spanish in England. In an Anglophone setting where commitment to language learning is under threat, the book contributes unique linguistic insights to debates on curriculum direction and reform.

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