The approach to English foreign language acquisition in German schools has significantly changed in the last decade. Today, students no longer start to learn English in grade five, but begin with the very basics in primary school. In most states, English as a foreign language is introduced in grade three – some states have gone even further and start teaching English in the first grade, e.g. North Rhine- Westphalia. Besides these changes, a major shift from a ‘teacher-’ to a ‘learner- centered’ classroom took place. Consequently, the individual learner and his or her language learning process have become more important in the English foreign language (EFL) classroom than before. New methodology such as strategic learning, reflection, and self-evaluation have moved to the center of attention in order to enhance students’ language learning efficiency. In order to approach these new competences in an appropriate way for children, the language portfolio was developed and introduced to foreign language learners. By now, there are a number of different portfolio, such as the European Language Portfolio for language learners in secondary schools and adults, or Mein Sprachenportfolio, which is being used in primary schools in the state of Hesse. Those new methods of language learning are meant to offer students the chance to monitor their own language learning process and eventually allow them to see their own learning progress over the years. One of the major goals of the portfolio is to rise learners’ motivation and interest in language learning. Research over many years has shown that motivation plays a great role when it comes to foreign language learning and learning in general. Therefore, it is certain that motivation has significant influence on a person’s success or failure in language learning. The portfolio might be the key to the problem of creating, fostering, and maintaining language learners’ motivation over a period of time that exceeds childhood and adolescence.
Table of Contents
- Introduction
- What Is a Language Portfolio?
- The European Language Portfolio
- Mein Sprachenportfolio
- Foreign Language Learning and Motivation
- The Purpose of Increased Learner Autonomy
- Does the Language Portfolio Foster Learners’ Motivation and Self-Assessment?
- Conclusion
Objectives and Key Themes
This term paper investigates the impact of the language portfolio on learners' intrinsic motivation for foreign language learning, particularly in the context of English as a Foreign Language (EFL). The paper explores the relationship between motivation and self-assessment, and examines how the portfolio promotes learner autonomy in the EFL classroom.
- The language portfolio as a tool for fostering learner autonomy and motivation
- The significance of intrinsic motivation in foreign language acquisition
- The role of self-assessment in promoting learner autonomy
- The influence of cultural factors on motivation and language learning
- The potential benefits of the language portfolio for fostering language learning success
Chapter Summaries
The paper begins by introducing the language portfolio as a collection of materials that showcase a learner's language skills and progress. It then explores the long-standing link between motivation and success in foreign language learning, highlighting different theories of motivation. The paper further examines the concept of learner autonomy, emphasizing its importance in promoting self-directed learning. Finally, the paper delves into how the language portfolio contributes to both motivation and self-assessment, analyzing its potential benefits and challenges in the EFL classroom, particularly in the context of primary education.
Keywords
The key terms and concepts explored in this paper include the language portfolio, learner autonomy, intrinsic motivation, self-assessment, foreign language learning, English as a Foreign Language (EFL), and cultural influences on language acquisition.
- Arbeit zitieren
- Nils Hübinger (Autor:in), 2011, The Language Portfolio and Its Contribution to Learner Autonomy and Intrinsic Motivation in the EFL, München, GRIN Verlag, https://www.grin.com/document/213795
