CHAPTER 5: SUMMARY

The current chapter presented results relating to RQ1, which explored adolescent learner motivation for German. Results are summarised below in relation to uptake

decision, SES, EAL background, learners’ self-reported reasons for continuing or dropping German, and learners’ perceptions of language guidance they received on their uptake decisions.

5.6.1. Motivation

Descriptive statistics showed that based on group means, both KS3 and KS4 participants were overall positively motivated for German. On average, KS4 motivation means were higher than KS3 overall, as well as for the three sub-scales of learning situation, self-efficacy, and perceptions of the value of German. When grouped by uptake decision (KS3: continuers, droppers, and maybes; KS4: continuers and droppers), all groups of learners bar one (KS3 droppers for self-efficacy) in both key stages were again found to be overall positively motivated towards German. The least motivated learners

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were KS3 droppers, who showed the lowest levels of self-efficacy; the most motivated learners were KS3 continuers, who felt most positive about German lessons at classroom level. Parametric tests indicated that KS3 continuers showed statistically significant higher levels of motivation than droppers in terms of all four motivation scales (overall

motivation, learning situation, perception of value and self-efficacy), with large effect sizes. KS3 maybes were more positive than droppers as regards overall motivation, perception of value and self-efficacy, but not as regards their feelings about the learning situation. No statistically significant differences were found between KS3 continuers and maybes for any of the four motivation scales. For KS4, for which there were only the two groups of droppers and continuers, continuers were significantly more highly motivated than droppers in terms of overall motivation, perception of value, and self-efficacy, but there was no significant difference between continuers and droppers with regard to their attitude to the learning situation.

When KS3 data were split by compulsory/non-compulsory language group, results showed very similar patterns as for the whole of the KS3 group (i.e. when the data were not split by compulsory/non-compulsory group).

When motivation for KS3 learners in compulsory and non-compulsory groups was compared, learners from schools with a compulsory language policy showed higher self- efficacy levels than those for whom a language for GCSE was optional, and there was a trend for higher motivation levels in overall and for learning situation, but not for value. Droppers showed exactly the same motivation patterns as the whole groups, with higher self-efficacy for droppers from the compulsory group, and a trend towards higher overall motivation and more positive attitudes to the learning situation. There were no statistically significant differences between continuers from compulsory and non-compulsory groups for any of the four motivation scales. Since all of the 13 maybes came from Schools 02 and

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04, i.e. the compulsory setting, maybes could not be compared in terms of compulsory/non-compulsory groups.

5.6.2. SES

Relating learners’ SES to their motivation levels showed that for KS3, learner data appeared to be split along SES lines regarding the value learners attribute to learning German. Results from parametric tests suggested that learners from the highest socio- economic group attributed significantly more value to the study of German than learners from the lowest group, and learners from the intermediate group also attributed statistically more value to German than learners from the lowest group. For KS3, there was a

significant association between learners from the highest socio-economic group and continuing with German, and between learners from the lowest socio-economic group and dropping German.

5.6.3. EAL

Just under one fifth of both KS3 and KS4 learners indicated that they spoke a language other than English in the home, with altogether 33 different languages spoken. Parametric tests showed no association between learners’ EAL background and their motivation levels.

5.6.4. Learners’ reasons for continuing and for dropping German

Continuers for both key stages named mainly factors relating to their German lessons as a reason for continuing German. Droppers seem to discontinue the subject mainly because of lack of self-efficacy.

5.6.5. Advice on German learning

Only just over one fifth of KS3 and less than one third of KS4 learners indicated that they received advice on language uptake choices from their school. KS3 learners’ responses hinted at a perception that receiving advice equalled being told what to do.

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This chapter addressed RQ1 and explored 411 KS3 and 95 KS4 learners’ motivation for German at the time learners had to make a decision whether to continue or drop the subject. The concept of motivation was operationalised drawing on existing theory using the three variable construct scales of learning situation, perception of value of German, and self-efficacy. Results were analysed in relation to learner uptake decision (continue or drop), socio-economic status, and EAL background. Furthermore, this chapter explored learners’ self-reported reasons for continuing or dropping German, and their perception of advice received. The next chapter (6) forms the largest part of the results section and addresses RQ2. It analyses how German* is represented in learners’, teachers’ and head teachers’ discourses, and, where appropriate, relates this to learners’ motivation for German.

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