The approach to English foreign language acquisition in German schools has significantly changed in the last decade. Today, students no longer start to learn English in grade five, but begin with the very basics in primary school. In most states, English as a foreign language is introduced in grade three – some states have gone even further and start teaching English in the first grade, e.g. North Rhine- Westphalia. Besides these changes, a major shift from a ‘teacher-’ to a ‘learner- centered’ classroom took place. Consequently, the individual learner and his or her language learning process have become more important in the English foreign language (EFL) classroom than before. New methodology such as strategic learning, reflection, and self-evaluation have moved to the center of attention in order to enhance students’ language learning efficiency. In order to approach these new competences in an appropriate way for children, the language portfolio was developed and introduced to foreign language learners. By now, there are a number of different portfolio, such as the European Language Portfolio for language learners in secondary schools and adults, or Mein Sprachenportfolio, which is being used in primary schools in the state of Hesse. Those new methods of language learning are meant to offer students the chance to monitor their own language learning process and eventually allow them to see their own learning progress over the years. One of the major goals of the portfolio is to rise learners’ motivation and interest in language learning. Research over many years has shown that motivation plays a great role when it comes to foreign language learning and learning in general. Therefore, it is certain that motivation has significant influence on a person’s success or failure in language learning. The portfolio might be the key to the problem of creating, fostering, and maintaining language learners’ motivation over a period of time that exceeds childhood and adolescence.
Table of Contents
1 Introduction
2 What Is a Language Portfolio?
3 Foreign Language Learning and Motivation
4 The Purpose of Increased Learner Autonomy
5 Does the Language Portfolio Foster Learners’ Motivation and Self-Assessment?
6 Conclusion
Objectives and Research Focus
This paper examines the extent to which the language portfolio contributes to intrinsic motivation and learner autonomy in the EFL classroom, exploring how self-assessment processes influence language learning success.
- The role of intrinsic motivation in foreign language acquisition.
- The development and implementation of learner-centered portfolio methods.
- The connection between self-assessment, reflection, and autonomy.
- Strategies for teachers to effectively guide portfolio work in primary and secondary education.
Excerpt from the Book
2 What Is a Language Portfolio?
The language portfolio can be described as a collection of documents, certificates, report cards, pictures, and other materials that functions as an illustration of the language skills achieved by the individual owner, especially young learners. Today, there is a variety of different language portfolio that have been created over the years. The very first portfolio developed was the European Language Portfolio (ELP), and it was meant to be used in secondary schools in the first place. Another portfolio, which is closely related to the ELP, is Mein Sprachenportfolio for primary classes developed in Hesse by Legutke and his team. It consists of three parts, which are Sprachenpass, Sprachenbiographie, and Schatztruhe. Sprachenpass is concerned with all the languages an individual student learns or is able to speak as well as personal information about the student him- or herself. In fact, it has the appearance of a passport by providing a frame for a photograph of the student who owns the portfolio. In addition, it gives information about encounters with the foreign languages, e.g. holiday trips to other countries. Sprachenbiographie gives a detailed overview of the different abilities a student has achieved so far in the respective foreign language. This part of the portfolio offers students the chance to find out about their weaknesses and strengths when communicating in the foreign language. The third part, Schatztruhe, functions as a collection of various materials that prove the students’ language proficiency to some extent. In this part of the portfolio, it is up to the individual owner what he or she considers precious enough to put in the Schatztruhe. Letters, stories, photos, audio cassettes and other materials could be collected in this part of the portfolio in order to certify the level of proficiency.
Chapter Summaries
1 Introduction: This chapter outlines the shift from teacher-centered to learner-centered classrooms and introduces the portfolio as a tool to enhance student motivation and autonomy.
2 What Is a Language Portfolio?: This chapter defines the portfolio as a collection of student work and describes the components of models like the European Language Portfolio and Mein Sprachenportfolio.
3 Foreign Language Learning and Motivation: This chapter explores behavioral, cognitive, and constructivist approaches to motivation and explains why fostering it is essential for language acquisition success.
4 The Purpose of Increased Learner Autonomy: This chapter discusses the evolution of learner autonomy since the 1970s and highlights the necessity of reflection and self-evaluation in the learning process.
5 Does the Language Portfolio Foster Learners’ Motivation and Self-Assessment?: This chapter examines the practical application of portfolios in classrooms, analyzing student feedback and the challenges of implementing self-assessment effectively.
6 Conclusion: This final chapter synthesizes the main arguments, emphasizing that the benefits of portfolios require systematic teacher guidance and long-term patience.
Keywords
Language Portfolio, Learner Autonomy, Intrinsic Motivation, EFL Classroom, Self-Assessment, Language Acquisition, Mein Sprachenportfolio, European Language Portfolio, Foreign Language Learning, Reflective Learning, Student Engagement, Primary Education, Multilingualism, Teacher Support, Educational Methodology.
Frequently Asked Questions
What is the core subject of this paper?
The paper investigates the language portfolio as a pedagogical tool in English as a Foreign Language (EFL) classrooms to support learner autonomy and boost student motivation.
What are the primary thematic areas explored?
The paper focuses on motivation theories in language learning, the transition to learner-centered instruction, the structure of specific portfolios like the ELP, and the challenges of student self-assessment.
What is the central research question?
The research asks to what degree the language portfolio contributes to intrinsic motivation and how this relates to self-assessment and the development of learner autonomy in the EFL classroom.
Which scientific methods are applied?
The work employs a literature-based theoretical analysis, drawing on existing educational research, portfolio development models, and case-study insights regarding student engagement.
What topics are covered in the main body?
The main body details the components of portfolios, the psychological drivers of motivation, the history of learner autonomy, and a critical look at whether portfolios effectively foster these skills in practice.
How can this paper be summarized by its keywords?
The core keywords include Language Portfolio, Learner Autonomy, Intrinsic Motivation, EFL Classroom, and Self-Assessment, reflecting its focus on student-centered language teaching.
How does the author view the teacher's role in portfolio work?
The author argues that the teacher is crucial for guidance, providing motivating environments and supporting students, without becoming an evaluator who corrects the student's personal reflection.
What specific challenge does the paper mention regarding young learners?
A significant challenge noted is that young learners often struggle with the abstract cognitive tasks required for accurate self-assessment, necessitating careful, age-appropriate instruction.
What does the author conclude about the effectiveness of portfolios?
The author concludes that while portfolios have great potential to foster autonomy and motivation, success is not automatic and requires systematic teacher preparation and long-term consistency.
- Quote paper
- Nils Hübinger (Author), 2011, The Language Portfolio and Its Contribution to Learner Autonomy and Intrinsic Motivation in the EFL, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/213795
