By Gary N. Chambers
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They may leave the formal learning context of the classroom and move easily and with some immediacy into an informal learning context where they hear and see the target language in authentic situations. This is unlikely to be the case for the foreign language learner in the UK, for example, for whom with few exceptions the informal learning context is not so accessible. Opinions on the target language community may be based on holidays, articles in newspapers and magazines, television programmes, hearsay.
Modern foreign languages have a history of not enjoying a very positive or attractive image for pupils at the option stage, usually at the end of Year 9 and again at the end of Year 11: About 90% of pupils in the first year of secondary education are learning a foreign language, almost always French. By the fourth year the proportion learning French has dropped to about a third. 5% of girls and boys in an age group take a modern foreign language to public examination level at 16+. (DES/WO, 1985) Fewer than half of the pupils who complete the pre-16 stage will have followed a foreign language course for the entirety of secondary education.
The Gender of French Nouns MARIE SURRIDGE Switched on? Video Resources in Modern Language Settings STEVEN FAWKES Target Language, Collaborative Learning and Autonomy ERNESTO MACARO Training Teachers in Practice MICHAEL GRENFELL Validation in Language Testing A. CUMMING and R. com Page iii Modern Languages In Practice 12 Series Editor: Michael Grenfell Motivating Language Learners Gary N. Chambers MULTILINGUAL MATTERS LTD Clevedon · Buffalo · Toronto · Sydney Page iv Library of Congress Cataloging in Publication Data Chambers, Gary N.