Path to Success or Failure in Foreign Language Speaking

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG38__%2F23%3A00558661" target="_blank" >RIV/60162694:G38__/23:00558661 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.muni.cz/casalc-review/article/view/20538" target="_blank" >https://journals.muni.cz/casalc-review/article/view/20538</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/CASALC2022-1-4" target="_blank" >10.5817/CASALC2022-1-4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Path to Success or Failure in Foreign Language Speaking

Popis výsledku v původním jazyce

Abstract: The article contributes to the research ϐield on the development of speaking in a foreign language. It presents the results of a survey conducted at the University of Defence in Brno. The survey was designed to identify differences between two groups of ϐifty students with different levels of their speaking skill in English, corresponding to A1 and B1 levels in terms of the CEFR. The participants were interviewed in Czech about their previous language achievements, motivation to learn English and their experience of learning English. The interviews were audio recorded, transcribed and analysed using inferential and descriptive statistics. The outcomes have shown that the groups differed signiϐicantly in the type of school the students had studied at prior to the university, the grades they had achieved in their secondary school leaving examinations in English Language and Czech Language and Literature, and the degree of their motivation to learn English. Furthermore, the analysis of the students’ opinions on the development of their speaking skill in English has revealed that successful foreign language speakers actively seek opportunities to speak in the foreign language, and attribute their success to factors within their control, which is not the case of the unsuccessful ones. The author proposes that undergraduates with low foreign language skills should be detected and interviewed in their native language when they enter university to reϐlect on their language learning experience, and encouraged to resume responsibility for their language skills development.

Název v anglickém jazyce

Path to Success or Failure in Foreign Language Speaking

Popis výsledku anglicky

Abstract: The article contributes to the research ϐield on the development of speaking in a foreign language. It presents the results of a survey conducted at the University of Defence in Brno. The survey was designed to identify differences between two groups of ϐifty students with different levels of their speaking skill in English, corresponding to A1 and B1 levels in terms of the CEFR. The participants were interviewed in Czech about their previous language achievements, motivation to learn English and their experience of learning English. The interviews were audio recorded, transcribed and analysed using inferential and descriptive statistics. The outcomes have shown that the groups differed signiϐicantly in the type of school the students had studied at prior to the university, the grades they had achieved in their secondary school leaving examinations in English Language and Czech Language and Literature, and the degree of their motivation to learn English. Furthermore, the analysis of the students’ opinions on the development of their speaking skill in English has revealed that successful foreign language speakers actively seek opportunities to speak in the foreign language, and attribute their success to factors within their control, which is not the case of the unsuccessful ones. The author proposes that undergraduates with low foreign language skills should be detected and interviewed in their native language when they enter university to reϐlect on their language learning experience, and encouraged to resume responsibility for their language skills development.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

CASALC Review

ISSN

1804-9435

e-ISSN

2694-9288

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

49-72

Kód UT WoS článku

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EID výsledku v databázi Scopus

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