Professional Documents
Culture Documents
Loukotkova Diploma Thesis
Loukotkova Diploma Thesis
FACULTY OF EDUCATION
Diploma thesis
Brno 2011
Supervisor: Author:
Mgr. Naděžda Vojtková Bc. Eva Loukotková
Announcement
I hereby declare that I have worked on this diploma thesis on my own and that I
used only the sources listed in the bibliography section.
Prohlášení
Prohlašuji, že jsem tuto diplomovou práci zpracovala samostatně a použila jen
prameny uvedené v seznamu literatury.
Key words
attitudes to learning, developmental psychology, teenagers, young learners, motivation
Anotace
Tato diplomová práce je zaměřena na mladší a dospívající žáky základních škol.
Zabývá se zejména analýzou jejich přístupu k učení anglického jazyka. Přechod
z prvního na druhý stupeň základní školy je často označován jako zlomový okamžik,
kdy začíná období dospívání a postoje žáků se mění. Proto se práce zaměřuje na cílovou
skupinu dospívajících žáků a zjišťuje, jak se jejich postoje a zájem o výuku angličtiny
mění. Autorka se v úvodní části věnuje charakteristice jak mladších, tak dospívajících
žáků. Problematika je zkoumána také z pohledu vývojové psychologie. Uveden
je rovněž metodický přístup k výuce těchto dvou věkových skupin. Praktická část této
diplomové práce pojednává o případové studii, která byla provedena na základní škole.
Praktický výzkum konstruktivně analyzuje měnící se postoje žáků na dané základní
škole.
Klíčová slova
mladší školní věk, motivace, přístup k učení, starší školní věk, vývojová psychologie
Table of contents
INTRODUCTION .......................................................................................................... 7
BIBLIOGRAPHY ......................................................................................................... 82
APPENDICES ............................................................................................................... 86
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The practical part of this diploma thesis gives the account of a case study.
It provides a constructive analysis of the problem of changing attitudes in teenagers at a
particular primary school in Brno. The investigation was done specifically with the
intention to find out how the young learners’ attitudes and interest in learning change
when they enter upper-primary grades. Further, the case study focused on the current
situation in the target group of young teenagers. It aimed to describe and illuminate the
issues discussed in the theoretical part from the practical point of view.
Finally, this diploma thesis reports on the outcomes of the survey and provides
a conclusion on the studied phenomenon.
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1. Theoretical Part
The theoretical part aims to provide background information for the practical
survey of this diploma thesis. It is divided into three subchapters.
The first one focuses on young learners. It presents the definition, specific
characteristics and learning potential of this age group. Teaching methodology
appropriate for young learners is discussed as well.
The second subchapter deals with young teenagers. It defines this age group
and describes the period of adolescence from the developmental point of view. Further,
teenage attitudes to school are discussed with regard to physical and psychological
changes that they are undergoing.
Finally, the third subchapter discusses in detail how to teach, motivate and
approach young teenagers in order to reach their full learning potential.
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1.1. Young Learners
This chapter focuses on young learners. It aims to provide their characteristics and
describe their learning potential. It also deals with basic developmental theories that are
important to understand in order to teach this age group effectively. Furthermore, the
chapter provides methodological recommendations about how to teach and approach
young learners so as to reach the best learning results. Finally, the last subchapter
discusses games, which represent a substantial component of teaching language
to young learners.
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topic they are being taught. Their understanding comes not just from explanation, but
also from what they see and hear and, crucially, have a chance to touch and interact
with” (“The Practice of English Language Teaching” 82).
Harmer also mentions that young learners “find abstract concepts such as
grammar rules difficult to grasp” (“The Practice of English Language Teaching” 82).
Halliwell develops this point further. She claims that “the children’s capacity for
conscious learning of forms and grammatical patterns is still relatively undeveloped”
(6). However, in contrast to this weakness in learning, they possess an enormous
instinct for indirect way of learning (Halliwell 6).
When discussing young learners, experts agree that their attention and
concentration span is very short. Harmer says that with their limited attention span,
“unless activities are extremely engaging, they can get easily bored, losing interest after
ten minutes or so” (“The Practice of English Language Teaching” 82).
Among other dominant features of young learners belongs their instinct for fun
and play. Halliwell says that children “take great pleasure in finding and creating fun in
what they do” (3). I think that this is also the reason why they are usually so enthusiastic
and positive about learning. “Young children love to play, and learn best when they are
enjoying themselves. But they also take themselves seriously and like to think that what
they are doing is ‘real’ work” (Scott and Ytreberg 3). In fact, when teaching young
learners, game-like activities indeed are real work. Since games have a central role in
teaching young learners, this topic is dealt with separately in chapter “Using games in
teaching young learners”.
Scott and Ytreberg further claim that eight to ten year olds are already able to
discern between fact and fiction (3). However, Halliwell mentions that they still delight
in imagination and fantasy which, similarly to games, has a very constructive part to
play in the language classroom (7). It is worth realizing that the adult real world and the
child’s world are not the same (Scott and Ytreberg 3). Halliwell explains that reality for
young learners still includes imagination and fantasy as well (7).
Finally, young children indulge in talking. Especially, they are keen to talk about
themselves. They “respond well to learning that uses themselves and their own lives as
main topics in the classroom” (Harmer, “The Practice of English Language Teaching”
82).
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1.1.2. The development of children’s thinking and understanding
It is generally agreed that the way of teaching young learners largely depends on
their developmental stage. Therefore, good primary practice should be based on the
knowledge and understanding of theories of child development, the ways in which they
learn languages and studies of classroom conditions which promote foreign language
learning (Brewster 1-2).
This subchapter provides brief overview of theories that deal with the way
children develop. In spite of the fact that some theories are significantly different, I
believe that they set a right background for the recommendations about how to teach
young learners in general.
Various theories have described the way that children develop. Vygotsky
stressed the role of social interaction in development. Particularly, the role of an adult
guidance or collaboration with more capable peers that help a child who has entered the
‘zone of proximal development’ and is ready to learn new things (Shorrocks 271).
According to both Erikson and Maslow, children’s development is closely bound
up in their confidence and self-esteem. In other theory, Feuerstein suggested that child’s
cognitive structures are infinitely modifiable with the help of a modifier, which is
similar to Vygotsky’s theory (Harmer, “The Practice of English Language Teaching”
82).
However, Jean Piaget’s study of children’s intellectual development is probably
the most influential in educational theory. He “suggested that children start at the semi-
motor stage, and then proceed through the intuitive stage and the concrete-operational
stage before finally reaching the formal operational stage where abstraction becomes
increasingly possible” (Harmer, “The Practice of English Language Teaching” 82).
According to Piaget, children between seven to eleven years of age belong to the
concrete operational stage. During this stage, children “begin to understand the concept
of conservation. From the Piagetian perspective, conservation means that children
realise that quantities remain the same, even if they are placed in containers of different
shapes and sizes” (J. Lewis).
A central idea of Piaget’s theory is that of adaptation. He defines intelligence as
adapting to the world. “According to Piaget, two kinds of process are at work to bring
this adaptation about” (Shorrocks 262). He talks about the process of assimilation,
where previous experience provides a framework into which the new one can be
integrated. Then, there is the process of accommodation, which includes the extended
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knowledge of concepts that allow children to recognize and interpret new information
next time. “Assimilation and accommodation processes work in a complementary way
with each other to give organisation to our ever-growing knowledge and understanding”
(Shorrocks 263).
Piaget’s view also strongly advocates a child-centred approach to teaching. A
child-centred curriculum and methodology is widely recognized and applied in modern
practice where the children’s needs and interests are paramount. Nowadays, there is a
concern for the education of the whole child, including their moral, physical, emotional
and intellectual growth (Brewster 3-4).
Phillips summarizes that, “As a general rule, it can be assumed that the younger
the children are, the more holistic learners they will be” (7).
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teachers of young learners are extensive. Teachers should be true professionals and
competent users of the foreign language to provide young learners with quality input.
Harmer comments that the teacher’s pronunciation really matters here, precisely
because young learners imitate it incredibly well (“The Practice of English Language
Teaching” 83).
It was already mentioned that the physical world is dominant for young learners
and they understand best through senses. Particularly, it is important to employ senses
of hearing, touch and vision into teaching. Therefore, Halliwell mentions that teachers
should make full use of gesture, intonation, demonstration, actions and facial
expressions to convey the meaning parallel to what they are saying (4).
What concerns classroom language, it is advisable to speak English as much of
the time as possible, because young learners are unlikely to have many opportunities to
hear English outside of the classroom. However, Scott and Ytreberg claim that it is up
to the teachers to decide how much mother tongue they use. Yet, they point out that
mime, acting, puppets and any other means should be frequently used to get the
meaning across when speaking English (Scott and Ytreberg 18).
It is agreed that appealing to senses always helps pupils to learn. Scott and
Ytreberg say that most activities for young learners should include movement and
involve senses. Teachers need to have plenty of objects and pictures to work with and
demonstrate what they want the pupils to do (Scott and Ytreberg 5). Phillips stresses the
importance of illustration as well. She mentions that, for example, vocabulary is best
learnt if the meaning of the word is illustrated by a picture, action or a real object.
Words that are used in relevant contexts fix better in children’s minds (Phillips 74).
With young learners, demonstration is vital for successful teaching. Ellis advises
that teachers should explain and demonstrate at the board the tasks that they want
children to do at the tables. For example, when using a worksheet, it can be stuck on the
board. Above all, she also mentions flashcards as an excellent aid for explanation and
presentation (Ellis).
Scott and Ytreberg also think that teachers need to use school and their
surroundings to the full (5). Harmer makes some conclusions about what a classroom
for young learners should look like. First of all, it should be bright and colourful, with
enough room for different activities to be taking place. It should be taken into account
that pupils would be working in groups in different parts of the room (Harmer, “The
Practice of English Language Teaching” 83).
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Phillips agrees that physical organisation of the classroom is important. Ideal
classroom would have an area of easily movable desks and chairs, an open space for
action songs and games, a quiet area for self-study or reading and a place where
children’s work can be displayed (Phillips 10). Halliwell summarises that classrooms
for young learners are not the ones “where the children spend all their time sitting in
still rows or talking only to the teacher” (18).
Young learners respond to language according to what it does or what they can
do with it, rather than treating it as a sophisticated game or abstract system (Phillips 7).
Generally, methodology recommended for this age group emphasises learning by doing,
problem solving and involving frequent use of work in small groups (Brewster 4).
Harmer also suggests that teachers should lead young learners to work in groups
since it helps them develop good and affective relationships (“The Practice of English
Language Teaching” 83). Phillips claims that children might at first find it difficult,
because working in groups may be new for them. However, teachers can start with
controlled activities and make them freer when children develop the ability to take
responsibility and work without constant supervision (Phillips 10).
Scott and Ytreberg agree that young learners should be grouped frequently.
However, they warn that genuine cooperative groupwork is usually achieved after a
long process and it is true that some pupils work best alone (6). They say that
groupwork should not be attempted before the children are used to working in pairs
first. When groupwork is generally introduced, mixed ability groups should alternate
with groups formed according to ability. Teachers should be also aware that some
pupils simply do not like each other, which is usually the problem with eight to ten year
olds, and it is unlikely that they will work well together (15-17). On the other hand,
“Children should not be allowed to choose their groups, partly because this takes a lot
of time, but mainly because it usually means that someone is left out” (Scott and
Ytreberg 17).
Apart from these, Phillips states other basic points that teachers of young
learners should bear in mind. First of all, the activities should be simple enough for the
learners to understand what is expected of them. Obviously, the tasks should fall within
their abilities and be achievable as well. However, at the same time they need to be
sufficiently stimulating so that learners feel satisfied with their work. Further, she points
out to the fact that activities for young learners should be largely orally based. They
should take up large proportion of class time, while written activities should be used
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sparingly, because young learners are often not proficient in the mechanics of writing
yet (Phillips 7).
It is agreed that, “A good primary classroom mixes play and learning in an
atmosphere of cheerful and supportive harmony” (Harmer, “The Practice of English
Language Teaching” 83). Children love discovering things and respond well to being
asked to use their imagination. Halliwell thinks that teachers should stimulate children’s
creative imagination so that they want to use the language to share their ideas (7).
In general, young learners benefit from puzzle-like activities, making or drawing
things, games, physical movement and songs. By comparison with young learners,
young teenagers like activities built around dialogues, question-and-answer activities
and matching exercises most (Harmer, “The Practice of English Language Teaching”
82-83).
Phillips further adds “total physical response activities, tasks that involve
colouring, cutting, and sticking, simple, repetitive stories, and simple, repetitive
speaking activities that have an obvious communicative value” (7).
It is obvious that for the two age groups of learners different tasks are enjoyable
and challenging enough. I think that it is important to provide the respective learner
groups with suitable activities and approach them differently. For example, teachers
should be careful not to overwhelm young learners with grammar explanations. On the
other hand, teenagers should be challenged by other tasks than they used to be at the
lower-primary grades.
Authors also agree that good teachers should provide young learners with
enjoyable learning experiences. Phillips explains that if an activity is enjoyable, it will
be also memorable. “Children will have a sense of achievement which will develop
motivation for further learning. This cyclical process generates a positive attitude
towards learning English, which is perhaps one of the most valuable things that primary
teachers can transmit to children” (Phillips 8).
Since attention and concentration spans are short in young learners, variety is
necessary. Holden says that, “children cannot concentrate on one thing for a long
period. Lessons should be therefore divided into a series of activities lasting no longer
than five or ten minutes” (qtd. in Brewster 7-8). Other authors usually suggest that
activities for eight to ten year olds should be changed every ten minutes or more, since
their concentration span increases as they grow older.
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However, Scott and Ytreberg point out that variety in the classroom should
include not only the variety of activities, but also the variety of pace, organisation and
voice (5-6).
It is also important to help children to feel secure and content in the classroom.
“Security is not an attitude or an ability, but it is essential if we want our pupils to get
the maximum out of the language lessons” (Scott and Ytreberg 10). Young learners
benefit from knowing the rules and being familiar with the situation. Therefore, teachers
should create systems, routines and organize and plan their lessons thoroughly (Scott
and Ytreberg 6).
Ellis agrees that it is important to establish routines. For instance, singing a
familiar song at the beginning of a lesson ensures that, “everyone starts the lesson
feeling confident and attentive” (Ellis). To conclude, children respond very well to
familiar situations and activities. They like to repeat stories, rhymes or songs.
Young learners also respond strongly to music and rhythm. They are more easily
able to learn a chant or a song than a spoken text. Therefore, music and rhythm should
be an essential part of language learning for young learners. Songs, rhymes or chants
make it much easier to imitate and remember the language than words which are only
spoken. They are good to teach children the sounds and rhythm of English, to reinforce
structures and vocabulary, or to be used as total physical response activities. Besides,
children absorb much of the learning content unconsciously, so music can be also used
as a background while children are working quietly on another task (Phillips 100).
Scott and Ytreberg also emphasise the importance of ‘listen and repeat’
exercises that give the pupils a chance to experience the sounds, stress, rhythm and
intonation. “When done in combination with movements or with objects or pictures, this
type of activity also helps to establish the link between words and meaning” (Scott and
Ytreberg 27).
Moreover, rhymes are repetitive and have an element of fun and playing with the
language. Teachers should allow young learners to play with the language, let them talk
nonsense and experiment with words and sounds. “Playing with the language this way
is very common in first language development and is a very natural stage in the first
stages of foreign language learning too” (Scott and Ytreberg 5, 27).
Last but not least, teacher attitudes to young learners are essential. Twitchell
warns that teachers should be careful about not talking down to children. Of course,
when teaching children, teachers are more animated, more visibly enthusiastic and more
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physically active. However, that does not mean that teachers should not “treat them as
intelligent, thoughtful people, just with a slightly more simplified vocabulary”
(Twitchell “Teaching Children”).
Scott and Ytreberg point out that teachers need to appear to like all the pupils
equally. This is very important, because young learners have a very keen sense of
fairness (9). It is also true especially for young children that they keep their enthusiasm
and feel successful, if teachers praise them for what they do (3). Harmer agrees that
young learners need approval from the teacher to feel positive about learning. He also
mentions that the need for individual attention is very typical of young learners (“The
Practice of English Language Teaching” 82).
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(85). Muijs and Reynolds say that, “Play is important, and can help develop children’s
receptive and expressive language, as well as their skills at joint planning, negotiation,
problem-solving, and goal seeking” (179).
Halliwell advocates the use of games because they set up real tasks for children.
Worthwhile and interesting things to do provide young learners with occasions for real
language use and let their subconscious mind work on the processing of language while
their conscious mind is focused on the task of playing the game. In this way, games
represent a very effective opportunity for indirect learning (6).
Khan says that, “It is a principle of communicative approaches to ELT that task-
based activities enhance learning. In language learning, task-based activities are those
which stimulate effective use of language but involve no conscious analysis of
language” (144). Games may be seen as tasks. “If they successfully engage the learners’
attention as a proper children’s game should, then learning will be supported” (Khan
145).
It would be wrong to think that games are only important because they are fun.
Apart from motivational factor, that was already mentioned, they are useful “partly
because the fun element creates a desire to communicate and partly because games can
create unpredictability” (Halliwell 5). The language that is demanded by game-like
activities is usually unpredictable and encourages children to construct language
actively for themselves. Since children’s desire to talk is huge, teachers should let them
use the language creatively to encourage acquisition, which leads to spontaneous and
therefore more fluent use (Halliwell 5-8).
Scott and Ytreberg mention the children’s ability to absorb the language through
play and other enjoyable activities as well. They claim that how good pupils are in a
foreign language does not depend on whether they have learnt the grammar rules or not.
Very few young learners are able to cope with grammar as such, even at the age of ten
or eleven. “They may be very aware and clear about the foreign language, but they are
not usually mature enough to talk about it” (Scott and Ytreberg 6). That is why teaching
of young learners should include only the barest minimum of grammar that is taught as
grammar (6).
To conclude, in young learners, absorbing game-like activities should become a
solid part of teaching. These activities help internalize and acquire a new language.
However, many dimensions need to be taken into consideration for selecting and
organizing games. Games, that should form an important part of a teacher’s repertoire,
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need to be used considerately and their focus should match particular syllabuses and
curricula. Moreover, it is important to remember that teachers need to provide learners
with both fluency and accuracy. That is why in primary practice, teachers should
carefully balance the conscious focus on grammar with game-based procedures aimed at
indirect learning.
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1.2. Teenage Learners
This chapter looks into the nature of teenagers. It includes the definition of this
age group and provides the description of their character. It discusses developmental
stages in adolescence and some ways to understand the complexities of teenagers. Both
physical and psychological changes in teenagers are described. Furthermore, this
chapter focuses on teenage attitudes towards school and learning English with regard to
changes that they are undergoing.
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G. Lewis emphasises that young teenagers are undergoing dramatic changes in
every aspect of their live (6). J. Lewis’ opinion corresponds and he points out the need
to understand the reasons behind teenagers’ sudden changes in attitudes towards
learning and changes in behaviour in general.
I think as well that to understand how to approach teenagers, it is very important
to know what is characteristic for this age group. Therefore, this subchapter closely
focuses on distinctive features of adolescence which are particularly physical,
psychological and social changes. Furthermore, teenage relations to family, peers and
school are discussed. Last but not least, this chapter deals with development of thinking
skills in teenagers and their learning potential.
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well. However, at its beginning after puberty, it may be irregular up to a year or two (J.
Lewis).
G. Lewis explains that these sudden and considerable changes make teenagers
very sensitive to their appearance. Therefore, “their position in school society and hence
their level of self-esteem and self-confidence are closely tied to how they look” (G.
Lewis 7).
Marie Vágnerová, renowned expert in developmental psychology, explores this
issue in greater detail. She views the period of adolescence as a transition between
childhood and adulthood. She also says that the most prominent is the physical
maturation, which is related to sexual maturation. The changing appearance of a
teenager is then an impulse to change in their approach to self-image. Vágnerová points
out that many changes in teenagers are primarily determined biologically. It is important
to realise that physical appearance is a significant part of identity. This is the reason
why teenagers respond to physical changes very sensitively (209-211).
Physical change can subjectively represent very different values. Some teenagers
may be proud of their maturation, while others may feel ashamed for it. Teenagers in
adolescence appear in the process of a change of bodily proportions. Since every
personality is socially represented by the physique, these changes are undoubtedly
related to changes in behaviour of people around a teenager. Reactions of adults and
peers can be varied and they logically affect teenager’s self-image (Vágnerová 211-
212). I believe that this issue is very relevant in teacher’s approach towards teenagers.
Teachers should keep in mind that teenagers are very sensitive about their changing
appearance and they should act accordingly.
Vágnerová also mentions that physical and psychological maturation can
proceed at different pace. If the physical maturation process is faster than psychological
one, teenagers have often difficulties in coping with the upcoming physical changes.
She also states that early maturation is usually more demanding for girls than it is for
boys (212-213).
Physical attractiveness has its own value. It is well known that attractive
teenagers can reach better social status and are better accepted in peer groups. It is sex
that plays an important part here. In boys, from the social point of view, growth and
muscle development is commonly well accepted, because social prestige at this age is
still determined by physical strength. On the other hand, in girls, secondary sexual
characteristics become more marked than in boys and are perceived by adults as
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qualitative changes. Parents are usually afraid that their daughters will become
prematurely sexually active and thus their reactions may be negative (Vágnerová 212).
Vágnerová also warns that if teenagers do not find themselves attractive, it can
influence their further development and hierarchy of values. Generally, it is girls who
suffer from being discontented with their appearance. Teenage girls often think that they
are overweight when compared to models which often represent a contemporary ideal
of beauty. In adolescence, their body starts to take shapes which are far from
proportions of models. That is why such socio-cultural stereotypes put pressure on
teenage girls. It results in the fact that girls are constantly worried about how they look
(213-214).
I think that for the teachers to be able to address the specific needs of their
teenage students, it is very helpful to know and understand this background. From what
is mentioned in this subchapter, it is obvious that physical changes are closely
interconnected with changes in personality traits, in behaviour and consequently in
attitudes towards school. The following subchapter will continue to discuss
psychological changes in adolescence.
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egocentric (214). “Young teenagers will feel that nobody understands them because
they feel nobody has ever felt the way they do” (G. Lewis 7).
Erikson understands adolescence as a phase of search and development of own
identity. According to Erikson, there are eight psychosocial crises throughout one’s life-
span. Of these crises, he proposes that the identity formation is the task of adolescence
(J. Lewis).
Vágnerová adds that in the process of development of own identity, the notion of
group identity is very significant. Important part of the identity is formed by a
professional role which a teenager aims to achieve. According to Vágnerová, there is
also reflected teenager’s identification with family and their set of values (251).
Therefore, the next subchapter deals with teenager identity and their place in
society.
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Vágnerová emphasises the importance of friendship for young teenagers. In this
uneasy period of life, friendship provides the confidence, safety, trust, understanding
and a possibility to share feelings, experience or opinions. In middle teenagers, this is to
a certain extent substituted by partnership in a couple. Young teenagers only begin to
experiment with their sexual role in the form of first loves (248-252). However, it is true
that dating becomes very important and groups and crowds become more heterogeneous
and heterosexual (“Adolescence Development”).
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Vágnerová concludes that on the one hand, parents find teenagers old enough to
take on more responsibilities. But on the other hand, parents still keep them in a
subordinate child’s role, which often causes conflicts (237-241).
Vágnerová agrees that teenagers detach themselves from their family. However,
this emancipation does not mean that emotional connections are broken. They are just
being changed. Parents are losing their privilege position and their authority becomes
rather formal (237-252).
G. Lewis sees teenagers as wavering between independence and a need for
security. Teenagers orientate themselves from family to other social groups. It is peers
who are becoming new informal authorities (3-8). Vágnerová supports this statement.
She claims that teenagers are detaching from the value system of their family.
Subsequently, social norms that are set by their peers are becoming very important.
Teenagers often prioritize peer norms over family and school norms. She further
explains that family keeps young teenagers in subordinate position, but peers are
helping them to get out of the inferior child’s position. Peer group then serves as a
support for new identity (243-250).
Peer pressure is one of the most important elements during teenage years. Much
research has shown that peer pressure has a much greater impact on teenage behaviour
than any other factor. During adolescence, teenagers spend much of their time with their
friends. “The interaction is direct, and much more powerful than the influence of
teachers and other authority figures” (“Peer Pressure”).
Peer pressure tends to have more of an effect on teenage children with low self-
esteem. If a child feels compelled to fit in, they may do things that go against his or her
beliefs simply to be part of the group. Thus, peer pressure may lead to experimentation
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with drugs and alcohol, sex, skipping school, and other high-risk behaviour (“Peer
Pressure”).
Teenagers are exposed to the groups which have unique traits, norms, cultures or
value systems. Nevertheless, some authors state that peer pressure is not always
negative. For example, if teenagers get into the company of good friends, they benefit
from the development of a positive attitude, teamwork, and healthy values (“Peer
Pressure Activities”). “However, the chances of peer pressure having adverse effects are
always much greater and need to be guarded against” (“Peer Pressure in Teenagers”).
Experts agree that transition from the lower-primary to the upper-primary school
grades generally represents a breaking point. Young teenagers usually lack intrinsic
motivation to learn. Hendry states that majority of teenage pupils do not perceive the
work at school as intrinsically interesting or rewarding (4-16). He explains that, “despite
28
differing attitudes and viewpoints among pupils, school is universally seen in a strictly
instrumental way” (16). He further mentions that, “school is commonly regarded as
compulsory submission to an unwelcome discipline” (Hendry 16). Its purpose is to train
pupils for work, or perhaps even just to get them through examinations which stand as a
barrier to the type of work they wish to enter.
Vágnerová agrees and says that the attitude to school is changing during
adolescence and good marks do not represent the aim any more, but are rather becoming
instruments enabling them to reach an occupation they want. That is the reason why
their motivation to learn is influenced by their future professional anticipation.
Therefore students’ personal prospects are reflected in their attitudes to school.
Teenagers at upper-primary grades differ in these and it gradually becomes clear who
will continue in their studies and who will serve an apprenticeship (Vágnerová 233-
237).
Hargreaves suggests that there are three variables important to school success. It
is the teacher’s conception of the pupil’s ability, the pupils own conception of his or her
own ability, and whether or not the pupil regards the teacher as a partner (qtd. in Hendry
10).
As it was already mentioned, teenagers are very critical of parents.
Nevertheless, the criticism relates to all authorities, including teachers. Teenagers do
not accept teacher’s decisions and opinions unconditionally. However, they confront
teacher’s opinions within the peers rather than directly with teachers. This criticism of
teachers is a natural manifestation of teenagers. They do not recognise formal
authorities and the superior teacher role ceases to be a taboo. Teenagers recognise only
what they look up to, what impresses them and what they appreciate. If they accept
teacher as an authority, it is so because of teacher’s character and behaviour, not
because his or her authority is confirmed by an institution (Vágnerová 233-237).
Rendl claims that teenagers appreciate a teacher, who does not proclaim his or
her superior position and authority. In a teacher, they value a good sense of humour,
ability to understand pupils and last but not least teacher’s effort to listen to their
opinions (qtd. in Vágnerová 234).
Vágnerová also emphasises that teenagers need teachers to be stable, both in
keeping to their promises and rules, and in their emotional state as well. She warns that
moody, capricious and nervous teachers cause tense atmosphere and conflicts start to
29
pile up (237). Hendry also mentions that teenagers often come into conflict with
teachers who are domineering and treat them like kids (15).
To sum up, teenagers prefer teachers who can keep control, have no favourites
and are fair. Teenage pupils like teachers who give interesting lessons, show interest in
pupils as individuals and do not patronize them.
30
usually very strong and the newly-found ability to hypothesize often results in seeing
theories as facts (8).
Vágnerová develops this statement further. She claims that teenagers often
consider their way of thinking as exceptional and powerful. They may get the feeling
that everything can be solved easily. What regards teenagers’ radical opinions,
Vágnerová understands these as protection against insecurity (216-222).
Nevertheless, during adolescence they realise that there is not only one answer to
every question, one solution to every problem and that everything is not only black or
white. When they are discussing morals and ethics, this new ability to reason is evident
and they are more tolerant than pre-adolescent children (G. Lewis 7-8).
Piaget agrees that adolescents can communicate their position on complex
ethical issues and discuss abstract terms without difficulty. They can also systematically
deduce or conclude (“Piaget’s Theory of Cognitive Development”). Vágnerová
mentions this fact that teenagers reason systematically as well. She points out that they
are able of creating hypotheses and by the means of systematic steps they are capable of
verification or disproving. She further says that they are able to combine and integrate
their thoughts (218).
G. Lewis talks about other feature that distinguishes teenagers from lower-
primary age children. Young teenagers have a longer concentration span. Therefore,
they can focus on a single project for the whole lesson and they do not require a
constant change of activity as younger pupils do (7).
31
teenagers “seem to be far better learners than younger ones in most aspects of
acquisition” (53).
Reviewing the literature on this subject, various studies show that teenagers
make more progress than younger learners. Second language acquisition research has
confirmed that teenagers are at an ideal age to learn. Harmer suggests that the reason
may be connected with their increased cognitive abilities “which allow them to benefit
from more abstract approaches to language teaching” (“The Practice of English
Language Teaching” 81).
Penny Ur concludes that teenagers have greater learning potential than young
learners, but they are considerably more difficult to manage and motivate (290).
Louanne Piccolo also mentions that it takes longer to establish a trusting
relationship with teenagers but once teachers find the right balance of respect and
authority, teaching teenagers can be a rewarding and fulfilling experience.
32
1.3. Teaching Teenagers
Ur claims that an important source of guidance about how to teach teenagers
successfully is works on developmental psychology (290). Therefore, based on the
understanding of psychology of teen age, which was discussed so far, this chapter aims
to discuss how to teach and approach young teenagers. It focuses on how teachers can
ensure successful learning despite the fact that teenagers are generally considered
difficult to please.
33
Lindstromberg agrees that knowing students’ names makes a big difference,
particularly if teachers use names when giving positive feedback. He gives the
following advice on how to build foundations of a quality relationship. “Learn
everyone’s name as fast as possible” (Lindstromberg 13).
To establish a good teacher-teenager relationship, there is a general agreement
that teachers need to show that they are interested in their students. However, Twitchell
mentions that teachers should not approach and get to know teenagers only with the
idea that it will make the teaching easier. Teachers should really be interested in their
teenage students and show that they are truly important for them. Twitchell warns that
teenagers are quite intelligent when it comes to spotting a fake. Teachers who in fact do
not care about their teenagers should re-consider teaching them in the first place
(Twitchell “Teaching Teenagers”).
As mentioned earlier, since teenagers are sensitive to hypocrisy and insincerity
teachers should not pretend to be someone else in order to access them. Teenagers
welcome honesty and it is advisable for teachers to be themselves. Twitchell thinks that
teachers should be open about their past failures or weaknesses (“Teaching Teenagers”).
I believe that if teachers occasionally share some private stories and thus reveal more of
their life outside the classroom, it can help to establish a good rapport and increase
interest level as well.
Lindstromberg says that it is very important that teachers treat teenagers fairly.
As teenagers are sensitive about issues of fairness, teachers should consider whether
they are evenly dividing positive feedback and attention in general. He also points out
that teachers should answer questions clearly and respectfully. Teachers’ reactions are
crucial. If a reply seems dismissive, perfunctory or unclear, it can have a powerful,
negative effect on teenagers’ attitude (19).
It is also advisable that teachers try to find out about how they come across to
their students. They should reflect on their verbal and non-verbal behaviour and notice
if they have any unconscious habits that distract or irritate students, because teenage
ones can be very intolerant of these. Other advice he gives to teachers is to avoid
sarcasm. “Teachers who use sarcasm tend to ruin all hope of working constructively
with any student they turn it on” (Lindstromberg 20).
34
1.3.2. Appropriate teaching methods for teenagers
The emotional nature of teenagers can represent an advantage in their learning.
Harmer explains that once they are engaged, they express passionate commitment to
what they are doing (“The Practice of English Language Teaching” 83). It is therefore
the task of teachers to “provoke student engagement with material which is relevant and
involving” (Harmer, “The Practice of English Language Teaching” 84).
In addition to choosing activities with potential to be interesting and useful,
teachers should make their lessons success-oriented. Since nothing builds motivation
like success, teachers should “design or choose tasks which set everyone achievable
aims” (Lindstromberg 9).
Puchta and Schratz claim that problems with teaching teenagers partly result
from the teacher’s failure to “build bridges between what they want and have to teach
and their students’ worlds of thought and experience” (4). They advocate that teachers
need to link language teaching more closely to students’ interests. Teaching material
should be designed with topics that teenagers can react and relate to. Teenagers are
often much less motivated to learn than adults. Puchta explains that it is so because the
goals seem much more distant to them and therefore less motivating. Puchta and
Schratz promote communicative language teaching in teenagers. They claim that
teenagers typically have a low awareness of the social skills. That is why effective
communicative language learning is suitable for them. It fosters language ability and
social skills simultaneously (1-5). In their view,
Puchta and other authors are in favour of the use of humanistic teaching in
teenagers. In a humanist classroom, students should be emotionally involved in learning
and feel good about themselves. The key idea is that successful learning takes place
when students are engaged and emotionally open to new language. In humanist
approach, “learning a language is as much an issue of personal identity, self-knowledge,
35
feelings and emotions as it is about language” (Harmer, “The Practice of English
Language Teaching” 59).
Piccolo supports the idea that language needs to be connected closely to
students’ lives and interests. “Teenagers look for meaning and significance in relation to
their own lives in what they are taught” (Piccolo). She states that teachers should take
advantage of this and personalise their lessons with regard to what is going on in lives
of their students at the moment.
Kevin Thompson stresses the importance of personalisation as well. He thinks
that when teachers present new language to teenage students, it is important to give
them an opportunity to use this language to say something interesting about themselves.
Lindstromberg develops this idea by saying that, “A major means of maintaining
interest is use of activities which require and encourage students to use the target
language for communication of interesting messages” (7).
G. Lewis agrees that teachers should ask questions about students. Especially
young teenagers are at the centre of their own attention and teachers should give them
opportunities to express their opinions (10). Piccolo agrees that most teenagers are quite
self-centred. They love to talk about themselves and their opinions which are often very
strong. They can be quite emotional as well and provided the subject is of a direct
relevance to their lives, they have always an opinion on a given matter. Therefore, if
teachers challenge them with relevant activities that promote thinking, they can expect
all-consuming discussions and impassionate interest (G. Lewis 5).
“A creative teacher may organise activities like sharing journal entries or writing
newspaper articles for a newspaper students have created themselves. This allows
students to express themselves freely and talk endlessly about a topic they are interested
in” (Piccolo).
I think there are other ways how to make use of teenagers’ need to share.
Contemporary teenagers are surrounded by media and information technology. For
example contributing to a classroom blog would give them opportunity to express
themselves and share their ideas with others. I believe that information technology and
Internet are quite appealing to teenagers. A chapter “Teenagers and technology” deals
with this issue in greater detail.
36
1.3.3. Relevant topics for teenagers
Generally, teenagers like to be seen as cool and up to date. Lindstromberg says
that it is wise to try to discover what topics are of current interest to teenage group and
include them in the lessons (7). It is recommended to bring in such topics of interest
from areas like IT, sport, entertainment, media and English-speaking cultures that are
personally relevant to teenage learners (Anderson).
Nevertheless, it may take a lot of effort on the part of the teacher to keep up to
date with technology and the events that may interest teenagers. However, it is vital for
getting and keeping teenagers’ attention (Piccolo). I agree that teachers should identify
and exploit students’ interests as much as possible in the classroom. It is obvious that
teachers are not teenagers anymore. Nonetheless, they can “show an interest in teen
culture. Treat teen ideas with respect” (G. Lewis 9).
37
1.3.5. Teenagers and game-like activities
Generally speaking, teenagers are rather competitive, they like to win and show
off. Therefore, experts in methodology advise to include games into teaching.
Lindstromberg agrees that activities with game-like elements are usually very good for
provoking interest. Such elements are for example a degree of competition and a goal
which concerns something other than getting the language right. An example of this
type of goal is spotting as many differences between two pictures as possible within a
time limit, or solving a brainteaser (Lindstromberg 7).
Anderson summarizes, “Games can provide not only purposeful contexts in
which to use language but they also stimulate interaction, provide competition and are
fun – as long as rules are clear and clearly followed by all participants.”
38
G. Lewis states that it has been only recently that EFL teachers began to
recognize the benefits of using subject-area content in their foreign language
classrooms. The goal is to learn English through content and the priority still remains
language development (11). G. Lewis adds that teachers should, “encourage students to
become precise critical thinkers and to link their language study to other areas of their
education” (6).
39
1.3.9. Role-play and movement with teenagers
Despite the fact that some teenagers might be shy for acting out in the
classroom, authors agree that role-playing and acting activities represent teaching
methods suitable for teenagers.
Piccolo says that role-plays offer teenagers possibility to express themselves
freely. “Role-playing allows them to vent their feelings in a safe way as it can be
perceived as just a ‘role’ that a student is playing and not their true selves” (Piccolo).
Anderson supports this statement by saying that role-play activities allow teenagers to
express different feelings behind non-threatening, face-saving masks.
Anderson further mentions the importance of movement during lessons.
Lindstromberg agrees and states that, “Periodic opportunity to move about, or at least
stand and move, is highly beneficial to students in this age range and can contribute to
keeping interest up” (7).
40
(Lindstromberg 17). Since towards the end of a lesson concentration may be increasing
again, it is a suitable time to review the new material covered near the beginning of the
lesson (Lindstromberg 17).
More tasks should be included for any given lesson than would be if the lesson
was planned for older teenagers or adults. “The tasks should be varied too – not just in
topic or skill and language focus but in many other ways as well” (Lindstromberg 16).
For instance, at different stages of the lesson different aims should be focused on.
Students should sometimes work individually, at other times in pairs or groups, and
from time to time, they should try cooperation with new partners. Sometimes they
should work at their desks and at other times they can stand at the board in the front or
move around. Last but not least, quiet study-like tasks should be balanced with activities
that have game-like character (Lindstromberg 16).
Lindstromberg also points out that transitions from one task to another should be
planned carefully because swift and smooth transitions often prevent possible boredom
(16). He further mentions that teenage students need to be kept fruitfully occupied.
“Students who have any tendency at all to become unruly are most likely to do so if
they are not on task” (Lindstromberg 18). Teachers should “make sure at all times that
everyone has been assigned a useful task (or set of task options) which is within their
level of competence” (Lindstromberg 18).
41
worth drawing up a contract with students. There would be listed agreed rights and
responsibilities (G. Lewis 9).
Lindstromberg emphasises the importance of student involvement in framing the
class rules as well. A basic procedure is to bring a list of suggested rules to the class as a
proposal and invite discussion, especially on the reasons for each rule. Some teachers
find it helpful to let students formally sign the contract. Consequences for violating the
rules should be drafted as well (13-14).
Taking over responsibility in school means responsibility for one’s learning.
Anderson suggests to introduce measures of learner autonomy. Individual choice can be
helpful for teenagers as well (Anderson). It is recommended to inspire students to
become autonomous learners and educate them about effective learning strategies
(Lindstromberg 144).
G. Lewis points out that teenagers should be involved in setting class goals.
Teachers may negotiate syllabus with them and allow them to make suggestions about
how to conduct activities. Brainstorming is a good means to combine students’ ideas
with teacher’s expectations and pre-requisites for the class. G. Lewis further mentions
that students should be given choices (10).
42
1.3.13. Discussing and debating activities with teenagers
Teenage students frequently say “they want to discuss or debate issues that are
of genuine interest to them. This must partly be so because the idea of discussing and
debating issues of consequence is in tune with teenage idealism” (Lindstromberg 191).
Teenagers also desire to experiment with adult-like ways of relating to others.
Discussion and debate are very adult in its nature. Furthermore, Lindstromberg
emphasises that learning to debate reinforces personal development in teenagers (192).
Discussion is a valuable means for social integration, since teenagers learn to be
able to work both independently and as part of a team. For successful discussing and
debating, they need to listen to others well, follow rules and show respect for other
participants. “Debaters are obliged to learn how to maintain self-control and be
courteous in any discussion” (Lindstromberg 192).
Discussing activities also develop intellectual and study skills in teenagers.
Debaters must be able to generalize, understand an assertion as a whole, recognise key
terms and know how to construct and state arguments. Moreover, discussions improve
verbal-self-expression. Through discussion and debate teenagers learn to speak fluently
and confidently, stick to a topic and generally be relevant. They must be able to deliver
their ideas effectively and challenge or defend positions (Lindstromberg 192-193).
Teenagers’ psychological development includes the evolution of values through
moral reasoning. Therefore, teachers should guide teenage moral reasoning through
group discussion. Teenagers should “be provided with hypothetical dilemmas where
students can explore their feelings and openly discuss their viewpoints. Through their
discussions, adolescents become more aware of their power to make choices and
decisions about their lives” (J. Lewis).
43
get tense for any reason, it may be best to make a humorous remark, to change the
subject or move on to a new activity” (Lindstromberg 21).
Frost recommends to remain calm and avoid personal confrontation. It is
difficult at times to maintain calmness in the face of aggression or rudeness. However,
teachers should remember that losing their temper or shouting at a student will simply
make them weaker. In the class a teacher would lose authority in front of the students.
Talking to a student in one-to-one situation after the lesson usually puts teacher in
control again (Frost). Lindstromberg agrees that teachers should avoid getting drawn
into a conflict in front of the whole class. Instead, they should provide students with
face-saving solutions. If needed, talk privately with the problem student (21-22).
Frost also points out that teachers lose credibility and respect if they do not
follow what they have promised. It is therefore important not to issue empty threats
about disciplinary actions.
44
2. Practical Part
The practical part of this thesis gives the account of a case study, which was
carried out at a primary school in Brno. The practical survey focused on the issues
described in the theoretical part.
Particularly, the aim was to provide a constructive analysis of the attitudes of
primary learners towards both school and learning English. The investigation was done
specifically with the intention to find out how the interest in learning changes when
young learners enter upper-primary grades.
This chapter reports on the current situation in the target group of young
teenagers and presents the findings of the practical study.
Finally, this part of the diploma thesis analyses the outcomes of the survey and
suggests suitable ways of improvement for the actual case at the particular primary
school.
45
2.1. Case Study
The practical survey was conducted in March 2011 in order to closely
investigate the issue of primary learners’ attitudes to learning English. I was interested
whether the theoretical findings of this diploma thesis actually apply in a chosen
context, and to what extent.
Therefore, the purpose of this survey was to systematically investigate
an individual case. Particularly, I have decided to carry out a case study at primary
school Masarova 11, Brno. For the purposes of this diploma thesis, a case study method
of research was chosen because its “results tend to be qualitative and illuminative rather
than conclusive” (Wallace 47).
The study was done by the means of questionnaires and focus group interview
since, for this type of research, this appeared to be the most suitable combination of
methods for collecting the relevant information. Wallace mentions that the technique of
interview tends to be more qualitative and heuristic, while questionnaires tend to be
quantitative and more easily generate conclusive findings (47). Therefore, these two
methods were applied both to get a new insight into the particular problem and to
discover something about the problem that we were not aware of before.
Firstly, based on learners’ opinions, the survey gives an account of the present
situation at the primary school Masarova 11. It aims to describe and illuminate the
problem of changing attitudes to school and learning English in teenagers. The focus is
placed on the idea that the transition from the lower to the upper-primary grades marks
the breaking point when the learners’ attitudes change.
Secondly, the survey analyses the collected data and tries to define possible
reasons why young teenagers lose interest in language learning. The study aims to
notice weak points both in teaching and learning that could be improved in order to
make these processes more effective and successful.
Finally, the practical part provides conclusion on the studied phenomenon.
46
2.2. Analysis and Interpretation of the Questionnaire Data
Dörnyei argues that even though questionnaires have advantages of being
efficient for example in terms of researcher time and effort, they have also some serious
limitations (9-10). Particularly, questionnaires inherently involve quite superficial and
relatively brief engagement with the topic on the part of the respondent (14).
In my opinion, primary school learners might be unmotivated to respond and
consequently easily prone to misinterpret or misread the questions. Additionally,
especially young learners might have some literacy problems and feel overwhelmed by
the task.
Dörnyei also mentions social desirability or prestige bias, which is a significant
drawback of questionnaires in general. It is a natural human tendency to present
ourselves in a good light and respondents do not always provide true answers about
themselves. Since questionnaire items are often transparent and respondents can quite
easily guess the desirable or expected answers, they provide these answers instead of
the true ones (Dörnyei 12).
To conclude, because of the possible disadvantages mentioned above, that could
badly influence the validity of the data, questionnaire survey was combined with
personal focus group interview to get more detailed, exploratory and qualitative nature
of information.
In the case study there were involved two questionnaires. The first one, designed
for young learners, was filled in by ninety respondents belonging to the lower-primary
school grades. Particularly, twenty-seven pupils from the third grades, fifty pupils from
the fourth grades and thirteen pupils from the fifth grades. I believe that this proportion
of research sample represents best the target group of young learners.
The other questionnaire was designed for young teenagers. A total of seventy-
seven pupils of upper-primary grades was responding. Particularly, forty-two eighth
graders and thirty-five seventh graders were involved in the survey. The target group of
young teenagers is mostly represented in the seventh and eighth primary school grades,
which is the reason why the case study was focused on these.
Both questionnaires were anonymous and there was no time limit for completing
them. The language of both questionnaires was chosen to be Czech, mother tongue of
the learners, to ensure that the respondents understand the items correctly and to prevent
47
any misinterpretations. The questions were mainly closed-ended and learners were
supposed to choose one answer to each. However, sometimes they could choose more
options as well or provide their own answers.
The questionnaire for young learners included six items to be answered, while
the one for teenagers was more complex and consisted of fourteen questions. The
questionnaires, both Czech and English versions, are to be found in the appendices
section of this diploma thesis (appendix A, B, C and D).
48
Question I:
English language subject: (choose one answer)
The learners were asked to express their opinion about the English language
subject. This question was supposed to find out the popularity of the subject and how
the teenage attitudes towards it differ from the attitudes of young learners.
A, is my favourite
subject
7% 9%
15% 15% B, is one of my
5%
favourite subjects
11%
C, rather belongs
41% among less favourite
25% 46% subjects
26% D, I do not like at all
E, own answer
The findings of this question are quite surprising, because at first sight there are
not any significant differences in the attitudes to English language subject. The subject
is a favourite one or belongs among favourite subjects for 48% of young learners and
54% of teenagers. It seems that learners who like the subject at the lower-primary
grades continue to like it at the upper-primary grades too, and vice versa. Therefore, I
believe that the role of lower-primary teachers is very important and responsible. It is
teachers who can shape the attitudes of young learners. Lower-primary English lessons
may significantly influence the future approach of young learners to English.
However, to get a clearer insight into this issue, respondents’ own answers need
to be considered as well. It was 15% of both respondent groups that provided their own
answers.
Six of the young learners expressed neutral opinion about the subject and three
of them think that English is stupid or horrible. Other opinions were as follows: I love
England and would like to visit it, because English is my favourite subject. I quite like it.
49
English is quite ok, sometimes it is great. English used to be my favourite subject. On
the whole, the own answers were rather neutral or positive.
On the other hand, teenagers answered either positively or neutrally and there
were no negative responses. A few students added these explanations: It is my favourite
subject, because I can understand in foreign countries. Sometimes I look forward to
English, sometimes I do not. I like English, because I learn it from childhood. I like
English lessons, but recently I am not very good at it.
7% 8% 5% B, is one of my
8% 11%
favourite subjects
14%
C, rather belongs
26% among less favourite
43% subjects
28% 50% D, I do not like at all
E, normal subject or
neutral opinion
After the learners’ own answers were analysed, it can be concluded that the
English language subject is more popular among teenagers than among young learners.
Considerable number of young learners even does not like English lessons at all, which
is not the case at the upper-primary grades.
Question II:
For the English language lessons it is typical: (you can choose more options)
This questionnaire item looked into the nature of English lessons. The aim was
to point out to the strengths and drawbacks of the English lessons from the learners’
perspective. They were asked to mark the items that, according to their opinion,
characterize a typical English lesson. The vast majority of respondents used the
opportunity to choose more than one option. The following graph presents the results.
50
For the English language lessons it is typical
13.0%
11.6% 12.1% 11.6% 12.1%
10.1% 11.6%
10.2%
8.8%
7.2% 6.9%
6.5% 6.1%
4.8% 4.8%
3.5% 3.6% 3.4% 3.6%
3.1%
2.0%
lower-primary
grades
upper-primary
grades
According to the learners’ responses, there are some notable differences between
the young and teenage learners’ perception of the English lessons. The collected data
prove that the transition from the lower to the upper-primary grades brings about some
significant changes in learners’ attitudes.
To interpret the collected information, firstly, for each of the lesson
characteristics the two respective columns of the graph were compared. Secondly, the
percentage differences were calculated so that the items could be ordered from the most
diverse to the least. Lastly, the percentages for each pair of the columns were counted
together to find out the most frequent opinions about the English lessons.
The biggest difference (6%) appeared in the answers for the item J, which asked
whether the students usually feel happy that they have learnt something new in the
51
lesson. According to the graph, it is obvious that teenagers feel more satisfied, in the
area of knowledge, after the lessons than young learners. However, young learners
might be less content because the nature of their lessons is repetitive and the curriculum
does not include learning of new material as often as the curriculum for upper-primary
grades. Generally, I think that the findings of the question confirmed that teenagers
appreciate and want to learn new things. Quite high number of teenagers (12,1%) chose
this option which suggests that the English lessons offer them possibilities to learn a lot
of new things.
The previous outcome is also supported by the contrary item K, which asked
whether the learners usually feel that they have not learnt anything from the lessons.
Only a small percentage of both groups answered this way, which shows that the
learners mostly benefit from the lessons.
The second biggest difference in answers concerned the item C. 3,4% more of
teenagers than young learners think that the English lessons are stereotypical. I think
that teenagers might be more sensitive and critical to stereotype, while young learners
might have confused the term stereotype with routine activities. However, this answer
was chosen by a relatively small number of learners when compared to other typical
features of English lessons. Therefore, it can be concluded that English lessons are a bit
stereotypical and there is some space for improvement in this area.
The items B and G are closely corresponding with the previous issue of
stereotype. 2,4% more of teenagers than young learners think that English lessons are
boring. 2% of teenagers think that the lessons are varied, while this is agreed by 4,8% of
young learners. The same percentage difference (2,8%) appears in the item H, which
asks whether the lessons are interesting. Considerably less number of teenagers than
young learners responded that they find the lessons interesting, which may go hand in
hand with their opinion on the lesson variety. To sum up, the features of boredom,
variety and attractiveness of the lessons partly suggest the possible causes of the
different attitudes between young learners and teenagers. The results reveal that
teenagers lack variety in the lessons and sometimes they are bored. This could be, in my
opinion, improved if the lessons were more varied and adjusted to be more of an interest
for teenagers than they are now.
Teenagers and young learners responded very differently to the question E,
which asked their opinion about a friendly atmosphere in the lessons. 3,3% less of
teenagers than young learners find the lesson atmosphere friendly, which shows that
52
upper-primary lessons have less favourable atmosphere than they used to have at the
lower-primary section. However, I dare to say that generally there is a nice and friendly
atmosphere in the lessons since quite a large proportion of both respondent groups
chose this answer. To make a comparison, both groups decided rather for friendly than
tense lesson atmosphere. The item F, which concerned a tense lesson atmosphere was
chosen by only a small percentage of both groups. This suggests that the lesson
atmosphere may be sometimes tense, but this feature does not get worse from lower to
upper-primary grades.
The responses to the question G concur with the findings about friendly
atmosphere. A substantial proportion of both groups answered that the lessons are
characterized by a good mood.
The results for the item A are quite surprising for me. The question asked
whether the learners have fun in the lessons and I expected the responses of the two
research groups to vary. Contrary to expectations, it can be concluded that the fun
element of the lessons does not change much when lower and upper-primary opinions
are compared. Moreover, the survey shows that a large number of both young learners
and teenagers seem to enjoy the lessons and have fun.
Finally, the most frequently chosen option was the item I, which asked about the
usefulness of the lessons, and the item L, which asked whether the learners think that
they can use the knowledge from the lessons also outside the classroom, in everyday
life. I think that these results are quite complimentary for the teachers, because if the
learners find the lessons useful, they should be also well motivated to learn English and
work hard. The findings show that the majority of learners realise that they can make
use of English in other environments than just at school. It is also nice to find out that
both teenagers and young learners appreciate the knowledge they receive in the lessons.
Question III:
How important is it for you to know English? (choose one answer)
This questionnaire item was supposed to reveal whether the knowledge of
English language is important for the learners and to what extent. It also aimed to find
out if young learners’ opinion changes when they are older and attend upper-primary
grades.
53
How important is it for you to know English?
35%
C, very
important
33% 47% D, absolutely
necessary
The survey findings indicate that 77% of the teenagers rank English knowledge
as either absolutely necessary or very important, while with young learners this opinion
is represented by only 57% of their answers. The graphs show that the older the learners
are, the more important the English knowledge becomes for them. In my opinion, this is
a positive conclusion, because if teenage learners believe that English is necessary, it
should increase their intrinsic motivation.
Question IV:
Mostly, I do homework: (choose one answer)
Both groups of learners were inquired about their homework habits. This
question was aimed to find out whether they usually do homework or not and how the
attitude towards it changes between young learners and teenagers. What is more,
learners were asked to specify if they work on homework tasks individually, at home or
at school and provide the reasons for these. If they usually do not do their homework, or
if they copy it from classmates, they were asked to tell their reasons as well.
54
Mostly, I do homework
49% 40%
Graph 5 Homework
Firstly, I would like to present the basic findings concerning whether the learners
actually do their homework or not. The total of 95% of young learners does their
homework, but only 78% of teenagers does so. It is therefore obvious that teenagers at
the upper-primary grades are much less disciplined in their approach to homework
tasks. One of the reasons may be that parents are usually helping young learners with
their home preparation. However, 40% of teenagers says that somebody is helping them
with their homework as well.
Further, 13% of teenagers, compared to only 3% of young learners admit to copy
their homework, because they want to avoid pointless work. 3% of teenagers think that
homework is meaningless and the rest of 5% gives the following answers for not doing
the homework: I do not have time for it. Homework is sometimes too difficult and
sometimes I copy from my friends. I do not have time for it because of my leisure
activities, but I usually finish my homework on my own at school. I often forget about it.
Other data reveal that larger proportion of young learners than teenagers does
their homework individually, but at school. I think that home tasks for young learners
55
might be much easier for them and so they leave the work for school, because they
know they can manage easily.
Even though, generally, less teenagers than young learners does their homework,
quite high number of them (22%) responded that they do homework at home
individually, because they think that they learn by it. Other teenage reasons for working
individually at home: I do not want to be reproached by the teacher. I do not need any
help. It is good for revision. Because nobody else knows English at home. Young
learners presented following explanations for working individually at home: I like it.
Nobody else at home can speak English. It is important. My parents do not have time.
My mother does not have time. I want to be clever. My mother cannot speak English.
In conclusion, it seems that quite large number of teenagers view homework as
pointless work. In my opinion, they may be simply revolting against their duties or their
leisure activities may distract them from doing homework. To sum up, this research
question showed that teenagers need to be better motivated to do their homework.
Question V:
I study and do preparation for the English lessons: (choose one answer)
Learners were asked to say how often they study and do preparation for the
English lessons. I wanted to find out whether young learners’ approach to their home
preparation changes when they enter upper-primary grades. I also wanted to prove
Rendl’s research, which in the theoretical part of this thesis mentioned that 50% of
seventh graders study for lessons only when they expect tests or examinations.
56
I study and do preparation for the English lessons
The results of this questionnaire item are in accordance with Rendl’s findings.
Nearly 50% of teenagers study and do some preparation for the lessons only before
examinations or tests. However, from the graphs we can tell that young learners’
and teenagers’ frequency of home preparation for the lessons does not differ very much.
I think that the lower-primary curricula are comparably easier and that is why young
learners can afford to study only when they expect to be examined. Nevertheless, this is
not the case for teenagers. I believe that if they underestimate the importance
of continuous home preparation, then they have difficulties to manage the curricula.
This issue is further analysed in the subchapter called “Teenage learners” where
the difficulty of curricula and possible causes for learners’ problems with English
are discussed in detail.
57
2.2.2. Young learners
Apart from the five questions, that were analysed and interpreted in the previous
subchapter, young learners were asked to answer one additional question.
Question VI:
I like the best: (you can choose more options)
It aimed to find out what activities young learners like the best in English
lessons. Respondents could choose more than one option, which in most cases they did.
According to the survey results, it seems that the lower-primary lesson activities
are well balanced and generally popular among the young learners. According to quite
evenly distributed answers, it appears that all kinds of lesson activities are incorporated
into the English lessons. This was also confirmed in question II where young learners
answered positively about the variety of the lessons.
The collected data demonstrate the playful and competitive nature of children,
since most of them (23%) replied that they like games and competitions the best.
Drawing, colouring, making things and activities when learners move around were also
represented by a large proportion of responses. Last but not least, songs and singing,
role-plays and acting out of dialogues were among the most frequent choices as well.
58
On the other hand, the graph shows that young learners do not like it much when
the teacher brings puppets, pictures and/or other things to the lessons. It is advised, in
the theoretical part of the thesis, that teachers should use demonstration and illustration
as much as possible. However useful it may be for learning, the survey revealed that
learners do not like it very much in particular.
Lastly, working with a coursebook and learning grammar belongs among the
least popular lesson activities.
Question VII:
My attitude towards primary school and its significance. (you can choose more options)
This question asks about the learners’ attitude towards primary school in
general. Teenagers were supposed to evaluate the significance of education for them
and specify reasons for their choices. I would like to point out, that majority of them
selected more than one option.
59
My attitude towards primary school and its significance
A, school is only useless duty and has no sense for me
0.5% 0.5%
4.9%
B, school is rather not important for me
Most teenagers (35,7%) responded that school is important for them because of
the study at a secondary school and/or for their future profession. Other 15,9%
answered that school is important for them, because they learn interesting things there.
Further, some teenagers (11,5%) view school as rather important. Therefore, the total of
63,1% of teenage learners realise the importance of school in their life and the
importance of education for their future career. Since only 1% of all responses
described school as rather unimportant or useless duty which has no sense for them, the
findings of this survey item are quite satisfactory.
Personally, I believe that teenagers answered honestly and even though it may
often seem that they do not care about school and disparage its importance, the truth is
that they realise very well how important it is. However, 4,9% of respondents stated that
school is important rather for their parents than for them. Referring back to the
theoretical part of the thesis, this would confirm that some teenagers are in opposition to
the adult values and explicitly proclaim that they do not share them.
Finally, the survey results show that 30,8% of teenagers like to meet their friends
at school, which makes it important for them. This confirms that the social aspect of
school is greatly valued by teenagers. They like socializing and peers and friendships
play an essential part in their lives.
60
Question VIII:
Outside the classroom I come across and/or use English: (you can choose more options)
This question focused to find out in what situations, apart from the school
environment, teenagers come across and/or use English. Responses to question III
(importance of the English language knowledge) showed that teenagers mostly view
English knowledge as very important. Therefore, this question aimed to specify
particular areas of English usage to see when teenagers encounter and/or need English
most frequently.
F, own answer
The collected data show that teenagers most frequently deal with English when
they work or play on a computer and when they listen to music. These results prove that
computer technology and music belong among the most popular teenage activities and
interests. Therefore, I think that to increase attention and motivation levels in the upper-
primary grades, it is advisable to incorporate these into the lessons more often and thus
relate the lesson content to learners’ lives more closely.
Further, 23% of teenagers say that they come across and/or use English when
travelling abroad and 16% of them when they watch series or films in the original
version. Thus, I think that video material or films should be sometimes used to enliven
the lessons and to motivate the learners as well.
Only 6% of respondents chose to use English when reading magazines, books
etc. In my opinion, this signifies that their level of English is not advanced enough for
this type of activity. However, teenagers occasionally work with English magazines for
61
learners in the lessons and they often continue reading at home when they are interested.
I think that it positively influences their attitudes to reading in English.
Lastly, 3% of teenage learners provided their own answers: When I meet
foreigners and they need to show the way. I teach English to my mother, because she
cannot speak it and so I want to help her. When I talk to my English relatives. I
translate computer games for my friends. I can use it anywhere. At sport events I speak
English with my foreign friends. I have a boyfriend in England.
Question IX:
Computer in English lessons: (choose a true statement for you, you can choose more
options)
This questionnaire item aimed to find out teenage attitude towards computer
usage in the English lessons.
47% C, I would like our class to have own blog or interesting web pages,
where I would contribute to discussions and make commentaries
only in English
D, I do not like working with a computer
The results strongly confirm what was suggested in the previous question VIII.
In particular, 47% of teenagers want to work with a computer more often in the lessons.
41% of them like working with a computer, while only 2% do not. It is interesting that
10% of respondents would like their class to have its own blog or web pages, where
they would contribute to discussions and make commentaries only in English. It appears
that quite a few learners would like this idea. Therefore, I think it would be worth
assigning the creation of blog or interesting web pages as a project work to a group
of volunteers to see how well it would work and if it would motivate others to join. As it
62
was mentioned in the theoretical part of this thesis, technology usage in education has a
great potential and I would suggest to make use of it with teenagers more often.
Question X:
Compare the difficulty of the upper-primary curricula to the lower-primary curricula.
(choose one answer)
This question aimed to illuminate how teenagers perceive the difficulty
of the upper-primary curricula when compared to the lower-primary curricula. Also,
I wanted to find out whether they feel they can manage the upper-primary demands with
difficulties or rather with ease.
12% 3%
A, upper-primary curriculum is very difficult and I have
big problems to manage it
B, upper-primary curriculum is difficult and sometimes
44% I have problems to manage it
41% C, upper-primary curriculum is more difficult, but I can
manage
D, I can manage upper-primary curriculum without any
difficulties
63
To conclude, despite the fact that some learners may sometimes have problems
with more demanding curricula, it seems that the rest is very much capable of coping
with the upper-primary requirements. Therefore, the causes for their difficulties might
be rooted somewhere else, which is the focus of the following question XI.
Question XI:
When I have difficulties with English, it is mostly because: (choose one answer)
There are many possible reasons why upper-primary learners have difficulties at
school. This question aimed to find out why teenagers think they have difficulties with
English.
The results show that most of the teenagers (44%) admit that if they have
difficulties with English, it is mostly because they do not study at home as much as they
should. This outcome confirms the findings of question V, which revealed that
teenagers study and do preparation for the lessons irregularly and mostly only when
they expect to be examined. I believe that their undisciplined home preparation may be
the reason why they often have knowledge gaps from the previous years, which is the
case of 27% of all teenage learners. Further, 18% of respondents claim to have
difficulties with English, because they do not understand the teacher’s explanation.
However, quite high number of teenagers (11%) admit that they do not pay attention or
concentrate in the lessons, which may well be the reason why they do not understand
teachers’ explanations.
64
Question XII:
Would you study in the same way for the English lessons even if there were no marks
given? (choose one answer)
This question aimed to find out teenage attitude towards marks and whether they
represent a motivational factor for learning.
B, rather yes
13% 18%
C, I do not know
31% 33% D, rather no
The collected data rather suggest that good marks are not the main impulse and
motivation to study. 18% of teenagers think that they would study in the same way for
the English lessons even if there were no marks given, because knowledge is more
important for them than marks are. Majority of teenagers (33%) think that they would
rather study in the same way.
However, quite high proportion of teenagers (31%) do not know if no-marking
system would change their attitude to studying. While 5% of teenagers state that they
study for the English lessons only to have good marks, 13% think that they would rather
not study in the same way, if no marks were given.
To reach a more conclusive result, I divided the undecided answers in halves.
Answers A, B and a half of answer C (15,5%) counted together give the total of 66,5%
of learners who study not only to have good marks, but also because they value the
knowledge of English.
65
Question VIII:
Would you like to learn by “play” like it is at the lower-primary grades? (choose one
answer)
This questionnaire item aimed to find out the teenagers’ attitude towards
teaching approach at the upper-primary school section. In particular, I was interested
whether they miss the aspect of “play” in the lessons and whether they would like to
learn by “play” like it is at the lower-primary grades.
The results show that 23% of teenagers are very much in favour of learning by
“play” like it is at the lower-primary grades. The majority of responses (39%) would
rather choose to learn by “play”, while 30% would rather not. Only 8% answered that
they do not like the idea.
These data result in 62% of teenagers that would welcome the idea of learning
by “play”. I think that this points out to the fact that teenagers are still partly childish
and playful in their nature. It could be concluded that, according to the survey results,
more than half of teenagers misses the teaching approach that is applied at the lower-
primary grades and would like to return to it. Therefore, I think that teachers should
consider this finding and, if possible, they should provide teenagers with more game-
like and entertaining activities.
66
Question XIV:
I like best when I work: (choose one answer)
This question aimed to find out whether teenagers prefer working on their own,
in pairs or in groups.
12% A, on my own
B, in a group
54% 34%
C, in pairs
The graph shows that the majority of teenagers (54%) likes best when they work
in pairs. 34% of them prefer working in groups and the rest (12%) likes to work
individually on their own. It is therefore obvious that teenagers like to collaborate,
either in groups or in pairs. Referring back to the theoretical part of the thesis, for
various reasons group work is well recommended with teenage learners. The survey
findings prove that teenagers prefer group work tasks to individual ones. However, I
believe that all three types of work should be well balanced in the lessons, since I think
that they are equally important.
Question XV:
Evaluate your English teacher with a mark like at school. (1=I very much agree, 2=I
agree, 3=I neither agree nor disagree, 4=I disagree, 5=I very much disagree)
Give your mark to each of the items A-N.
At the primary school Masarova 11, there are three teachers teaching at the
seventh and eighth grades. Teenage learners were asked to evaluate their English
teachers’ qualities. They used marking system similar to the school marking scale where
1 represented the best mark and 5 was the worst assessment.
Teacher personality and teaching style is one of the main factors that influence
the happenings in the classroom. Further, the quality of teacher-learners relationship is a
67
basis for successful teaching and learning. Therefore, this question was meant to find
out what teenagers think about their teachers in general and to detect any weak
characteristics of theirs that could be improved.
This subchapter comments on each evaluated item separately and provides
illustrative graphs as well. The caption symbolises the number of teenagers that used
respective marks for assessment. To decode and analyse the results, I have decided to
focus on the marks which received more than 51% of answers, which is represented by
forty learners. These findings are, in my opinion, quite obvious to interpret. The rest of
the items I examined to see how evenly the respective marks were distributed and if
there were any deviations that I could point out.
9
that this is a very good result,
4 considering the fact that teenagers are
0
1.I very 2. I agree 3. I 4. I 5. I very very critical and sensitive to this topic.
much neither disagree much Only about 5% of the learners think that
agree agree nor disagree
disagree teachers are rather not fair.
Graph 16 The teachers’ fairness
68
B, The teacher is respecting us
69
D, The teacher is interested in our opinions
70
F, The teacher is friendly
20
agrees strongly. I think that this is a very
positive result. If the teachers are seen as
6
2 0 friendly, there should be also a nice
1.I very 2. I agree 3. I 4. I 5. I very learning atmosphere in the lessons,
much neither disagree much
agree agree nor disagree which should contribute to successful
disagree
learning and teaching.
Graph 21 The teachers' friendliness
71
H, The teacher cares about the way s/he teaches us
72
J, The teacher can establish order in a class
73
L, The teacher does not treat us like little kids
12 12
mostly in a good humour and can understand
7 fun. However, 27% of the learners are either
2
undecided or disagree. This indicates that
1.I very 2. I 3. I 4. I 5. I sometimes the teachers could react in a more
much agree neither disagree very
agree agree much relaxed way and have a better sense of
nor disagree
disagree humour.
Graph 28 The teachers’ sense of humour
74
N, When I need help or advice, I can talk with him/her about it (either in private or in a
lesson)
3
teachers. Therefore, the teachers could be
1
more open to discuss problems with their
1.I very 2. I 3. I 4. I 5. I very
much agree neither disagree much
learners. Nevertheless, if students have other
agree agree disagree problems that do not concern studying, they
nor
disagree can also find help at the school psychologist.
Graph 29 The teachers help when the learners need it
75
2.3. Analysis and Interpretation of the Focus Group Interview
As it was already mentioned, I decided to use not only questionnaire but also
interview research method for my diploma thesis case study. Particularly, a focus group
interview was conducted, which is a qualitative type of research. After the questionnaire
data were analysed, some other questions and issues emerged from the results. I needed
to gain a more concrete and detailed insight into some problematic areas. Therefore, I
asked a group of teenagers to talk about their opinions, attitudes and perceptions.
Six teenagers volunteered to participate, three from the seventh grades and three
from the eighth grades. In the focus group there were four girls and two boys. The
interview was interactive, the teenagers discussed the questions among each other and
reacted to each other’s answers. The interview was conducted in Czech language so that
the learners could express themselves freely without any inhibitions, language barriers
or misunderstandings. The transcription of the focus group interview is to be found in
the appendices section of this diploma thesis (appendix E).
Firstly, I was interested how the teenagers perceived the transition from the
lower to the upper-primary grades. Particularly, what changes were the most difficult
for them and maybe caused them some troubles. They all agreed that the learning
became more difficult, they had more lessons per week and more home preparation.
They also mentioned that the upper-primary teachers became less tolerant and their
attitude towards learners changed in this aspect. Further, at the beginning, the teenagers
minded that they had to change the classrooms, but they got used to it by now.
According to the questionnaire research results, quite a lot of the teenagers study
and do home preparation only before tests and exams. Therefore, I asked why they do
not study continuously. The main problem seems to be that they do not have much time
in the afternoons because of their leisure activities. Some students commute and some
admit that they are lazy to study at home. Others prefer leisure activities to studying.
However, most of them think that it is not enough to study only when they have to
because of exams.
Further, the teenagers complained that they have too many homework tasks to
do every day and that they cannot manage homework for all the subjects.
I wanted to know what they would suggest to change in the lessons so that it
would motivate them to study more regularly. They replied that they would welcome
76
less homework. They agreed that sometimes it is helpful to fill in workbook exercises,
because they learn by it. However, generally, they do not see much point in doing
homework. They would prefer the tasks to be more practical and to speak more in the
lessons.
During the interview we came across the issues of teacher explanation and
behaviour towards students. They mentioned that they have problems with some
teachers of other subjects and they appeared to be quite distressed about it. However,
they all agreed that in English lessons there is no problem at all. If they do not
understand something, the teachers are always willing to explain it. In my opinion,
contrary to some other teachers, the teachers of English have managed to establish a
nice and quality teacher-learner relationship and the communication seems to work very
well.
Further, I asked about the reasons why the teenagers do not pay attention or are
not concentrated in the lessons, which they often admitted in the questionnaire. They
replied that they do not pay attention especially when they do something boring. They
would like the lessons to be more varied and enlivened, for example by some interesting
presentations. One teenager said, “it is not that the learning material is boring, but rather
the teacher can´t capture our attention so that we focus only on the learning.”
Additionally, the teenagers get often bored when they feel that the lessons are
stereotypical. These results confirmed the facts stated in the theoretical part of this
thesis. Teenagers are generally restless and inclined to boredom, which can be helped
by good lesson planning and management.
The questionnaire results showed that some teenagers lack game-like elements
in the lessons. That is why I asked them whether they would like the lessons to be
enlivened by games. They agreed and spontaneously answered that they like computers
and would like to use them in the lessons more often. They think that computer-based
activities help them with learning and it is a good practice. Especially, they like to
create PowerPoint presentations for the English projects.
It resulted from the questionnaire answers that the teenagers would be in favour
of a suggested computer project. Particularly, the idea concerned a creation of a simple
web page or a blog. There would be discussions and the teenagers would comment on
various topics, but it would be all in English. I inquired about this idea again at the
interview and the students all liked it very much and think that most of their classmates
would be happy to join such a project.
77
To sum up, the teenagers would like more computer work in the lessons to break
the stereotype. Further, they suggested that it would be nice if the teachers sometimes
skipped examining, because they think that they have too many marks and every lesson
they are afraid who will be examined. However, in my opinion, if teachers examined
less, the learners would not be motivated to study at least for this reason and they would
be even less active in their home preparation than they are now. Generally speaking,
teenagers tend to avoid hard work unless it is necessary. That is why I think that regular
examining is essential to keep them busy and engaged so that they do not slacken.
The teenagers mentioned that they liked very much a song that a teacher brought
to the English lesson. Music, songs and related listening activities are therefore another
way to catch teenagers’ attention and make the lessons more interesting for them. These
findings correspond with the statements of the theoretical part of this thesis.
Lastly, we discussed their vocabulary and exercise books. Mostly, they would
prefer to have only one exercise book both for grammar and vocabulary, for apart from
these they also keep English language portfolio. Some teenagers feel that they could
take more notes into their exercise books, because they claim to learn better from their
own notes than from coursebook or workbook explanations. Thus, I asked the teachers
about this issue. They told me that they have their learners write down every new
grammar item and that exercise books are regularly checked and used. The teenagers do
not have to rewrite lists of vocabulary, but only the vocabulary that is new for them.
The teachers explained to me that the teenagers have many written exercises both in the
coursebook and workbook, which is the reason why they do not write so much into their
own exercise books. However, as it was mentioned above, apart from coursebooks,
teachers provide exercise book explanatory entries to the learners as well.
78
Conclusion
This diploma thesis focused on young and teenage learners. Teaching teenagers
is commonly believed to be a difficult task and the transition from the lower to the
upper-primary grades usually marks the breaking point when the learners’ attitudes
change. Therefore, the thesis aimed to analyse how these attitudes to English language
learning change with regard to adolescence.
The theoretical part of this diploma thesis dealt with characteristics, learning
potential, motivation and attitudes of both young learners and teenagers. These two
learner groups were examined also from the point of view of developmental
psychology. Further, methodology advice on how to approach and teach the two
respective groups was included as well.
The main focus was placed on teenagers, since they are undergoing physical,
psychological and social changes that significantly influence their attitudes towards
school and learning in general. The complexities of teenagers were described in detail
so that the theoretical findings could serve as the basis for the practical part of this
diploma thesis and be subsequently verified by the practical investigation.
For the research purposes of this thesis, a case study was carried out at a primary
school in Brno. The practical survey provides a constructive analysis of the studied
phenomenon of changing attitudes in primary school learners.
The research presented in this thesis confirms that young learners’ interest
in learning changes when they enter upper-primary grades, which is also the time when
they enter the difficult period of adolescence.
Firstly, the survey results show that teenagers are aware of the importance
of education for their lives and future careers. It can be also concluded that the older the
primary school learners are, the more they realise the significance of English
knowledge. A large proportion of teenagers think that English lessons are useful
for them and they can use the knowledge also outside the classroom, in various
contexts. For example, they mentioned computer work, listening to music and travelling
abroad. Even though they seem to value English knowledge and lessons quite highly,
the research showed that the transition between the lower and the upper-primary grades
brings about some unfavourable changes in teenage attitudes that significantly affect
both teaching and learning in teenagers.
79
First of all, compared to young learners, teenagers appear to be much less
disciplined in their approach to homework tasks and preparation. They usually cannot
see much point in doing homework and they often admit that they study and do home
preparation for the English lessons only when they expect to be examined. Therefore, it
seems that in the lessons the emphasis is placed rather on the study results than on the
process of learning. I think that it is the teachers’ task to make their learners focus
on the learning itself and prevent them to be mainly driven by marks and exams.
The survey data also show that the teenagers prefer leisure activities to studying.
Further, the teenagers feel that the upper-primary curricula are more demanding and that
they have too many homework tasks to do, which they sometimes do not manage
because they either do not have enough time or they admit that they just do not want to.
Teenagers are often not interested in homework, because they feel it has no sense
and they do not realise that they would benefit from doing it. In my opinion, to help this
situation, the teachers should assign homework reasonably and carefully explain how
the tasks would contribute to the learners’ language development and knowledge.
Generally speaking, teenagers are considered difficult to please. The case study
findings confirm that they are restless and easily prone to boredom. Mostly, they get
bored when the teachers are not able to motivate them or capture their full attention.
The survey results also suggest that teenagers are sensitive and critical of stereotype
and therefore, they would like the lessons to be more varied. They are mostly in favour
of computer usage in the English lessons and would like to be engaged in computer-
based activities more often. Not only it is appealing for them, but they also claim that it
helps them learn and remember better. Apart from computers, they would like
to enliven the English lessons with more songs and game-like activities. I believe that if
teachers consider some of these ideas and put them into practice, in turn, the teenagers
could be better motivated to study regularly.
Lastly, despite of the fact that teenagers are often very critical to adults
and authorities in general, the case study proved that they respect and appreciate their
English teachers in many aspects. Further, it seems that the English teachers managed
to establish a good teacher-learner relationship, which is a crucial factor for successful
teaching and learning.
To conclude, the case study findings confirm that teenage learners are generally
difficult to manage and motivate. However, if their learning potential is realized to the
full, they can also be the best students of all. There is no doubt that working
80
with teenagers is demanding. Nevertheless, it can be also enriching and rewarding
experience.
Finally, I would like to mention that the work on this diploma thesis greatly
contributed to my pedagogical knowledge and challenged me to work with teenagers
in the future.
81
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Frost, Richard. “Teen Angst.” THINK Articles. BBC World Service, 29 Jan. 2004. Web.
6 Feb. 2011.
< http://www.teachingenglish.org.uk/think/articles/teen-angst>.
Lewis, Joe. The Physiological and Psychological Development of the Adolescent. Yale-
New Haven Teachers Institute, 2011. Web. 23 Jan. 2011.
<http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html#c>.
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Peer Pressure. Aspen Education Group, 2009. Web. 27 Jan. 2011.
<http:// www.aspeneducation.com/factsheetpeerpressure.html>.
Peer Pressure Activities. Life Style Lounge, n.d. Web. 24 Jan. 2011.
<http://lifestyle.iloveindia.com/lounge/peer-pressure-activities-12039.html>.
Piccolo, Louanne. Teaching Teenagers: How to Motivate and Interest them. Suite 101
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<http://www.suite101.com/content/teaching-teenagers--how-to-motivate-and-
interest-them-a229340>.
Thomson, Kevin. “Keeping Teens Interested.” THINK Articles. BBC World Service, 21
Feb. 2006. Web. 1 Feb. 2011.
<http://www.teachingenglish.org.uk/think/articles/keeping-teens-interested>.
Twitchell, Douglas. Spanning the Ages Part One – Teaching Children. Articles for
Educators, 2006. Web. 23 Feb. 2011.
< http://articlesforeducators.com/dir/christian_education/spanning_the_ages_1.asp>.
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<http://www.articlesforeducators.com/dir/christian_education/spanning_the_ages_2
.asp>.
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Appendices
List of Appendices:
Appendix A: Questionnaire for the learners of the lower-primary school grades
(English translation)
Appendix B: Questionnaire for the learners of the upper-primary school grades
(English translation)
Appendix C: Questionnaire for the learners of the lower-primary school grades
(Czech version)
Appendix D: Questionnaire for the learners of the upper-primary school grades
(Czech version)
Appendix E: Focused group interview transcription
(English translation from Czech language)
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Appendix A: Questionnaire for the learners of the lower-primary school grades
(English translation)
2. For the English language lessons it is typical: (you can choose more options)
A, fun G, lessons are varied
B, boredom H, lessons are interesting
C, stereotype I, lessons are useful
D, good mood J, after the lesson, I feel happy that I
have learnt something new
E, friendly atmosphere K, after the lesson, I feel that I have
not learnt anything
F, tense atmosphere L, I think that I can use the
knowledge from the lessons also
outside the classroom, in everyday
life
5. I study and do preparation for the English lessons: (choose one answer)
A, continuously (from lesson to lesson)
B, at least once a week
C, only before examinations or tests
D, I do hardly any preparation or studying
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6. I like the best: (you can choose more options)
A, games and competitions
B, songs and singing
C, drawing, colouring and making things
D, when we not only sit at our desks, but also move around
E, when we act out dialogues, do role-plays
F, when the teacher brings puppets, pictures and/or other things
G, when we work with a coursebook
H, when we learn grammar
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Appendix B: Questionnaire for the learners of the upper-primary grades
(English translation)
1. My attitude towards primary school and its significance. (you can choose more
options)
A, school is only useless duty and has no sense for me
B, school is rather not important for me
C, school is important rather for my parents than for me
D, school is rather important for me
E, school is important for me, because of the study at a secondary school and/or
my future profession
F, school is important for me, because I learn interesting things there
G, school is important for me, because I meet my friends there
3. For the English language lessons it is typical: (you can choose more options)
A, fun G, lessons are varied
B, boredom H, lessons are interesting
C, stereotype I, lessons are useful
D, good mood J, after the lesson, I feel happy that I
have learnt something new
E, friendly atmosphere K, after the lesson, I feel that I have
not learnt anything
F, tense atmosphere L, I think that I can use the
knowledge from the lessons also
outside the classroom, in everyday
life
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5. Mostly, I do homework: (choose one answer)
A, individually at home, because I learn by it (or give other reason: ...................)
B, at home, but somebody is helping me
C, individually, but at school
D, I copy from my classmates, because I want to avoid pointless work
E, I copy from my classmates, because homework is too difficult for me
F, I do not do, because homework is meaningless
G, I do not do, because ................................................. (give your reason)
6. I study and do preparation for the English lessons: (choose one answer)
A, continuously (from lesson to lesson)
B, at least once a week
C, only before examinations or tests
D, I do hardly any preparation or studying
7. Outside the classroom I come across and/or use English: (you can choose more
options)
A, when I work or play on a computer
B, when I watch series or films in the original version
C, when I listen to music
D, when I travel abroad
E, when I read English magazines, books etc.
F, my own answer: .........................................
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10. Would you study in the same way for the English lessons even if there were no
marks given? (choose one answer)
A, yes, knowledge is more important for me than marks
B, rather yes
C, I do not know
D, rather no
E, no, I study for the English lessons only to have good marks
11. When I have difficulties with English, it is mostly because: (choose one answer)
A, I do not study at home as much as I should
B, I do not understand the teacher’s explanation
C, I have knowledge gaps from the previous years
D, I do not pay attention or concentrate in the lessons
13. Computer in English lessons: (choose a true statement for you, you can choose
more options)
A, I like working with a computer
B, I would like to work with a computer more often
C, I would like our class to have own blog or interesting web pages, where I
would contribute to discussions and make commentaries only in English
D, I do not like working with a computer
14. Evaluate your English teacher with a mark like at school. (1=I very much agree,
2=I agree, 3=I neither agree nor disagree, 4=I disagree, 5=I very much
disagree) Give your mark to each of the items A-N.
A, is fair (e.g. is just in evaluation)
B, is respecting us
C, can motivate us to work and learning
D, is interested in our opinions
E, can teach us a lot
F, is friendly
G, has a natural authority
H, cares about the way s/he teaches us
I, tries to make lessons interesting
J, can establish order in a class
K, remembers our names and uses them
L, does not treat us like little kids
M, has a sense of humour
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N, when I need help or advice, I can talk with him/her about it (either in private
or in a lesson)
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Appendix C: Questionnaire for the learners of the lower-primary school grades
(Czech version)
3. Jak moc je pro tebe důležité umět anglicky? (vyber jednu odpověď)
A, málo
B, středně důležité
C, velmi důležité
D, nezbytně důležité
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4. Domácí úkoly většinou: (vyber jednu odpověď)
A, píšu samostatně doma, protože se tím učím (nebo uveďte jiný důvod:
……………………)
B, píšu doma, ale někdo mi pomáhá
C, píšu samostatně, ale ve škole
D, opisuji od spolužáků, protože se tak vyhnu zbytečné práci
E, opisuji od spolužáků, protože úkoly jsou pro mě příliš těžké
F, nepíšu, protože domácí úkoly nemají smysl
G, nepíšu, protože ……………………………….(uveďte důvod)
Děkuji Vám za ochotu při vyplňování dotazníku a přeji mnoho úspěchů při studiu
angličtiny.
94
Appendix D: Questionnaire for the learners of the upper-primary school grades
(Czech version)
1. Můj vztah k základní škole a její význam. (můžete zaškrtnout více možností)
A, škola je pro mě jen zbytečná povinnost a nemá smysl
B, škola pro mě spíše není důležitá
C, škola je důležitá spíše pro rodiče než pro mě
D, škola je pro mě spíše důležitá
E, škola je pro mě důležitá kvůli studiu na střední škole a/nebo budoucímu povolání
F, škola je pro mě důležitá, protože se zde naučím zajímavé věci
G, škola je pro mě důležitá, protože se zde setkávám s kamarády
4. Jak moc je pro tebe důležité umět anglicky? (vyberte jednu odpověď)
A, málo
B, středně důležité
C, velmi důležité
D, nezbytně důležité
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5. Domácí úkoly většinou: (vyber jednu odpověď)
A, píšu samostatně doma, protože se tím učím (nebo uveďte jiný důvod:
……………………)
B, píšu doma, ale někdo mi pomáhá
C, píšu samostatně, ale ve škole
D, opisuji od spolužáků, protože se tak vyhnu zbytečné práci
E, opisuji od spolužáků, protože úkoly jsou pro mě příliš těžké
F, nepíšu, protože domácí úkoly nemají smysl
G, nepíšu, protože ……………………………….(uveďte důvod)
9. Chtěl/a by ses učit „hrou“ jako na prvním stupni ZŠ? (vyber jednu odpověď)
A, ano
B, spíše ano
C, spíše ne
D, ne
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11. Když mám problémy s angličtinou tak je to většinou proto, že: (vyber jednu
odpověď)
A, se doma nepřipravuji tak jak bych měl/a
B, nerozumím výkladu pana učitele/paní učitelky
C, mám znalostní mezery z předchozích let
D, v hodinách nedávám pozor nebo se nesoustředím
13. Počítač ve výuce angličtiny: (zaškrtni pro tebe pravdivé, můžeš i více odpovědí)
A, rád/a pracuji na počítači
B, chtěl/a bych na počítači pracovat častěji
C, chtěl/a bych aby naše třída měla svůj blog nebo zajímavé webové stránky na
internetu, kde bych do diskuzí a komentářů přispíval/a pouze v angličtině
D, nerad/a pracuji na počítači
14. Ohodnoťte vaší paní učitelku/pana učitele angličtiny známkou jako při
známkování ve škole. (1=velmi souhlasím, 2=souhlasím, 3=neumím posoudit,
4=nesouhlasím, 5=velmi nesouhlasím) Zakroužkujte odpovídající známku u každé
z položek A-N.
Děkuji Vám za ochotu při vyplňování dotazníku a přeji mnoho úspěchů při studiu
angličtiny.
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Appendix E: Focused group interview transcription
(English translation from Czech language)
Interviewer: Good morning and thank you for joining this discussion group. I
very much appreciate that you will help me with the research for
my diploma thesis. A few weeks ago, you were filling in a
questionnaire and I´d like to ask you a few additional questions.
Firstly, I´d like to ask: when you entered upper-primary grades,
what was the most difficult for you, what was different and what
changes were difficult for you and maybe caused you some
troubles?
Interviewer: Yes, I understand that. So it was more lessons, also more home
preparation, right?
Teenagers: Yes.
Interviewer: And did you mind that you had to change classrooms?
Teenagers: I´m lazy. We have a lot of studying and sometimes it is too much.
We don´t have time. For example, some of us commute and when
we have afternoon lessons, until 4 p.m., then I´m glad that I get
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back home. And when the weather is nice like today, I go out,
ride a bike. And in the evening, we simply do not want to study. It
is boring.
Teenagers: Yes.
Interviewer: Ok, but do you think it is enough to study only when you expect
an exam?
Interviewer: And do you think that you have too many home tasks to do every
day?
Teenagers: Yes. Yes. Every teacher thinks that his/her subject is the most
important, but we can´t manage homework for all the subjects, it
is too much.
Interviewer: So, every day you have homework tasks for nearly all the subjects
that you have the following day?
Teenagers: Yes.
Interviewer: All right. So, what would you suggest to change in the lessons so
that it would motivate you to study more regularly?
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Interviewer: And in the English lessons, if you do not understand something,
do you ask for explanation?
Teenagers: Yes. Yes, if we do not understand, we ask and our teacher always
explains it to us, there is no problem. In English, it is ok.
Interviewer: Ok, and if you are not concentrated in the lessons or you do not
pay attention, what is mostly the reason for this?
Teenagers: I don´t like it. I don´t pay attention when we do something boring
for example. Other student reacts: mainly, it is not that the
learning material is boring, but rather the teacher can´t capture our
attention so that we focus only on the learning. We´d like the
lessons to be more varied, to enliven them. There is stereotype in
the lessons. It is the same all the time: first, examining,
meanwhile we have some task etc. we know how the lesson will
look like. Sometimes it is only examining, for the whole lesson.
Interviewer: So, would you like to enliven the lessons by some games?
According to the questionnaire responses, you miss game-like
activities, is it so?
Teenagers: Yes. For example, computers. They could be used in the Czech
language, in physics. And presentations in English on computers.
We like computers and this way we can practise, we create a nice
design and then we remember better. Yes, I agree, we like
computers and it helps us with learning if we can use them.
Interviewer: So, you would like to work with computers more often. Would
you like it if you were assigned a project work where you would
create a simple web page, a kind of a social network, and there
would be discussions, you could comment on various topics, but
it would be all in English.
Teenagers: Yes.
Interviewer: Do you think you would enjoy it and most of you would join this
project?
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Interviewer: And do you think that you would also learn from it?
Teenagers: Yes. The problem is, with projects, for example Comenius, this
project is for a lot of students (the whole class) and if it was in
smaller groups it would be much better. It is always like this when
there is a lot of us. For example, we don´t talk to boys much (a
girl speaking) and they want something, we want something else
and we would argue again. If the groups were smaller, we would
manage much more work in one lesson.
Interviewer: So, with the projects, does it happen that a few students are
working and the rest just gets away with doing nothing?
Teenagers: Not really, we ourselves divide the work, who will do what etc.
Interviewer: All right. To sum up, you´d like more computer work, to break
the stereotype somehow. And what else?
Interviewer: Do you think you have too many marks, there is no need to
examine in every lesson?
Teenagers: Yes.
Interviewer: And what about more songs and music in the English lessons?
You all like listening to music, I suppose.
Teenagers: Yes. Yes, when we did gap-filling with Robbie Williams song,
and then we sang it, we liked it a lot. That was good.
Interviewer: And this song activity was in your coursebook, or your teacher
brought it?
Interviewer: Would you like it if you could choose the songs and bring them to
the lesson?
Interviewer: I have one more question about your vocabulary books and
exercise books. Is it bothering you to keep them?
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Teenagers: Yes, vocabulary. I don´t like writing down vocabulary. It is rather
that we have too many exercise books, one for grammar, the other
for vocabulary, and portfolio, actually two portfolios. Other
student: writing down vocabulary is useless, I can´t see why I
should write it, if I need to learn it anyway. Others: not really, we
practise like this.
Teenagers: If we had only one exercise book, big one. We do not take many
notes, so we could write down only the vocabulary that we don´t
know into one exercise book. Yes, we don´t take many notes.
Teenagers: Yes, but in the coursebook it is never that well explained as when
our teacher does it and writes it down.
Interviewer: So, you´d rather have more of your own notes in your exercise
books?
Teenagers: (Some have enough, others feel that they do not. It depends on the
teacher.) But the teacher explains well, so that we understand and
do not need many written notes.
Interviewer: All right. Thank you very much for your time and cooperation.
Do you have anything you would like to comment on?
Teenagers: Nothing.
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List of graphs
Graph 1 English language subject
Graph 2 English language subject – own answers
Graph 3 For the English language lessons it is typical
Graph 4 The importance of English language knowledge
Graph 5 Homework
Graph 6 Preparation for the English lessons
Graph 7 What young learners like the best
Graph 8 Teenage attitude towards primary school and its significance
Graph 9 When teenagers come across and/or use English
Graph 10 Computer in English lessons
Graph 11 The difficulty of the upper-primary curricula compared to the
lower-primary curricula
Graph 12 Reasons for the difficulties with English
Graph 13 Teenage attitude towards marks and its motivational effect
Graph 14 Teenage attitude towards learning by “play”
Graph 15 Teenage attitude towards working individually, in pairs and in groups
Graph 16 The teachers’ fairness
Graph 17 The teachers’ respect towards teenagers
Graph 18 The teachers’ ability to motivate
Graph 19 The teachers’ interest in learners’ opinions
Graph 20 The teachers’ ability to teach
Graph 21 The teachers' friendliness
Graph 22 The teachers’ natural authority
Graph 23 The teachers care about the way they teach
Graph 24 The teachers try to make lessons interesting
Graph 25 The teachers’ ability to establish order in a class
Graph 26 The teachers’ ability to remember and use learners’ names
Graph 27 The teachers’ treatment of teenagers
Graph 28 The teachers’ sense of humour
Graph 29 The teachers help when the learners need it
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