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

want to question the possibility that with improved methods and with improved
patterns of provision, such as a little a day for shorter periods rather than one
lengthy lesson a week, children might have learned more. However, one
cannot discount the possibility that the same could have been learned, as the
literature suggests, at a later stage more efficiently and effectively.

6.7.2 Self-concept and Finding French 'Easy'

Many ofthe younger children appeared much more confident in their ability to
learn French than the older children but it was also stated earlier that the
younger children experienced a more 'fun' approach focusing on imitation and
reproduction rather than on production. Thinking that learning a foreign
language is easy and thinking that one is doing well could be a reflection of
such experiences. However, it has already been argued that perceiving
something as easy does not necessarily make one good at it. Some ofthe
older children seemed much more realistic in evaluating their 'abilities' and more
aware of what is involved in learning a foreign language. They recognised, for
example, the importance of reading and writing, of practice and of doing
homework.

6.7.3 General Learning Difficulties

A number ofgeneral learning difficulties were observed amongst some children
in both schools to various degrees such as:

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