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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning in Classrooms, Schools and Communities > Comparing Language Learning Attitudes in England, Germany and the Netherlands: some methodological considerations

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/25152
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Title: Comparing Language Learning Attitudes in England, Germany and the Netherlands: some methodological considerations
Authors: Bartram, Brendan
Citation: Research in Comparative and International Education, 1 (1): 56-72
Publisher: Symposium Journals
Journal: Research in Comparative and International Education
Issue Date: 2006
URI: http://hdl.handle.net/2436/25152
DOI: 10.2304/rcie.2006.1.1.6
Additional Links: http://www.wwwords.co.uk/rss/abstract.asp?j=rcie&aid=2675&doi=1
Abstract: The following article examines the methodological considerations involved in carrying out a trinational comparative survey of pupils' attitudes to learning French, German and English (as foreign languages) at comprehensive schools in England, Germany and the Netherlands. The research was conducted as part of a Ph.D. study aiming to describe the nature of the pupils' attitudes and to examine and compare the pupils' perceptions of educational and socio-cultural influences in the different contexts. A discussion of the broader theoretical framework in which the study is located is followed by an analysis of research design and decision-making. This includes a detailed review of country, sample and instrument selection, along with an examination of the practicalities of access, piloting and analysis. Finally, a number of ethical issues are considered.
Type: Article
Language: en
Keywords: Language learning
Attitude to learning
Schools
Pupils
ISSN: 17454999
Appears in Collections: Learning in Classrooms, Schools and Communities

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