The purpose of this study is to examine how the subject modern languages in 2022 is conceived by students and teachers in Swedish secondary school at present. This study makes use of a variety of motivational strategies and theories that together form the framework for the analysis of the participants’ answers. This study aims to provide recent research in the field of students’ motivation and how it is influenced by their surroundings and by intrinsic and extrinsic motivational factors. This investigation concludes that the status of the subject “modern languages” in 2022 does not differ much compared to what the Dannvik Duregård found in her article (2010). Modern language teachers perceive their subject as having low priority, and they wish for the subject to be non-replaceable to other languages in school such as Swedish and English. Students report that they would not work with the subject in other ways if the subject was not mandatory. Furthermore, the investigation shows that student motivation contingent upon the fact that the subject is replaceable and that they perceive the subject to be more difficult than other school subjects. Finally, the investigation also reports that students use the opportunity to drop out of language studies for other reasons than the need for more teaching in Swedish and English, which was the main purpose from the beginning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-47758 |
| Date | January 2023 |
| Creators | Lindström, Cecilia |
| Publisher | Högskolan Dalarna, Institutionen för lärarutbildning |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf, application/pdf |
| Rights | info:eu-repo/semantics/openAccess, info:eu-repo/semantics/openAccess |
Page generated in 0.0015 seconds