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Towards a motivating language acquisition curriculum.

  • Published In: Curriculum Journal, 2024, v. 35, n. 4. P. 727 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Printer, Liam 3 of 3

Abstract

Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Curriculum Journal. 2024/11, Vol. 35, Issue 4, p727
  • Document Type:Article
  • Subject Area:Psychology
  • Publication Date:2024
  • ISSN:0958-5176
  • DOI:10.1002/curj.287
  • Accession Number:180249523
  • Copyright Statement:Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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