Negativism (English) in state primary schools

Abstract

This study examines those causative factors in the formation of negativism towards English learning in Primary school children. The introduction briefly defines the above aims. As the present curriculum derives from past historical events, the subsequent chapter gives an account of educational development in Malta especially on the evolution of Primary schools, and English language learning/teaching. Research on underachievers is then reviewed to explore how young children may develop underachieving behaviours. Consideration is also given to the nature of attitudes and the way different variables can form children's attitudes. Educational theory is reviewed to explore different views of how English teaching and learning should occur in the classroom. An attempt is made to demonstrate that bad teaching, and unawareness of underlying mechanisms in children's learning process, may result in the formation of negative attitudes towards English. A discussion of the research carried out follows. It highlights the study conducted with Year 6 Primary children in four State schools in Malta and the data collected through individual interviews and questionnaires with children, and through class observations. Results have shown that few teachers provide full immersion in an English language context, while A-streams focus on instrumental motivation. Conversely, the lower streams were mostly characterised with drill and repetitive exercises. The last chapter reflects on the issues presented throughout. It reconciles theory with the data presented.