A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

strategy. As the report clearly states, in a Vygotskyan learning psychology
being able to describe a strategy represents a ’significant stage in the
development of that strategy' (Low et al., 1995: 82). However, it is possible
that the statements made by some children are simply repetitions of what they
had been told by their teachers and not necessarily 'strategic' options of which
they were aware. Finally, it seems rather unfortunate that Low et al. (1995: 88)
also state that 'we have nothing to say about the less successful pupils in
Primary 7'. One can only speculate that the less 'successful' pupils were also
largely those that were reported as using 'avoidance' strategies.

3.5 Affective Learning Outcomes
3.5.1 Enthusiasm

There is much anecdotal evidence from Scottish classrooms as well as from
classrooms in England about young children's enthusiasm for learning a foreign
language and their generally positive attitudes. The 1995 report stated that
pupils generally enjoyed learning a foreign language in the primary school,
especially the 'active' elements. Observations seem to suggest that children
quite happily imitate, repeat and mimic language. Initially high levels of
enthusiasm, combined with a natural degree Ofcuriosity supported through the
more 'fun' aspects of language learning such as games and songs, might give
the young beginner an initial advantage at least in some aspects Offoreign
language learning. Older children might be less likely to respond with the same
degree of enthusiasm to what they might perceive as 'babyish' and 'childish'
activities.

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