{"title":"英国人真的不擅长学习外语吗","authors":"James Milton, P. Meara","doi":"10.1080/09571739885200291","DOIUrl":null,"url":null,"abstract":"This paper reports a pilot study which shows that British 14 year olds only have one third to one half of the foreign language vocabulary knowledge of equivalent Greek and German learners. British syllabus objectives and the hours available for formal study are commensurately smaller. It is questioned whether the British GCSE syllabus can meet its own objective to teach communicative ability in a foreign language. The syllabus appears to be particularly disadvantageous to the most and least able learners.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"18 1","pages":"68-76"},"PeriodicalIF":2.2000,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200291","citationCount":"84","resultStr":"{\"title\":\"Are the British Really Bad at Learning Foreign Languages\",\"authors\":\"James Milton, P. Meara\",\"doi\":\"10.1080/09571739885200291\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper reports a pilot study which shows that British 14 year olds only have one third to one half of the foreign language vocabulary knowledge of equivalent Greek and German learners. British syllabus objectives and the hours available for formal study are commensurately smaller. It is questioned whether the British GCSE syllabus can meet its own objective to teach communicative ability in a foreign language. The syllabus appears to be particularly disadvantageous to the most and least able learners.\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":\"18 1\",\"pages\":\"68-76\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1998-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/09571739885200291\",\"citationCount\":\"84\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571739885200291\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739885200291","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Are the British Really Bad at Learning Foreign Languages
This paper reports a pilot study which shows that British 14 year olds only have one third to one half of the foreign language vocabulary knowledge of equivalent Greek and German learners. British syllabus objectives and the hours available for formal study are commensurately smaller. It is questioned whether the British GCSE syllabus can meet its own objective to teach communicative ability in a foreign language. The syllabus appears to be particularly disadvantageous to the most and least able learners.
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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