The pie charts illustrate the survey results conducted in Britain to reveal the opinion of foreign languages teachers about their students’ motivation on attending their classes. The first chart shows the common factors that attract pupils to learn languages while the second chart displays the recent changes in those factors perceived by the teachers.
It can be clearly seen that there are seven categories which the teachers consider as the main reasons. They are - having a foreign partner, travel, business/work, buying properties overseas, general interest, social contacts and personal development.
To start with, based on teachers’ perceptions, business overseas trip and travelling were two domineering reasons for pupils to learn other languages. However, most of them agreed that there were different changes for both. More and more teachers thought that business purposes were the major reasons besides the others, but the percentage of those choosing travel as the main purpose fell dramatically from 33% to 3% of the total percentage.
Subsequently, there were 7 % of teachers who agreed that social contacts factor was the main reason, and it even doubled recently. On the other hand, even though 7 % of teachers considering personal development as one of the main reasons, 3 % of them agreed that it was not valid anymore. Thus, general interest and foreign partner which was thought as the minor factors has not changed at all. Interestingly, 15 % of teachers reporting that there were no changes for all of the categories which considered as the main reason for students to study a foreign language.
The pie charts illustrate the survey results conducted in Britain to reveal the opinion of
foreign
languages
teachers
about their students’ motivation on attending their classes. The
first
chart
shows
the common
factors
that attract pupils to learn
languages
while the second chart displays the recent
changes
in those
factors
perceived by the teachers.
It can be
clearly
seen
that there are seven categories which the
teachers
consider as the
main
reasons
. They are
-
having a
foreign
partner, travel, business/work, buying properties overseas, general interest, social contacts and personal development.
To
start
with, based on
teachers’
perceptions, business overseas trip and travelling were two domineering
reasons
for pupils to learn other
languages
.
However
, most of them
agreed
that there were
different
changes
for both. More and more
teachers
thought
that business purposes were the major
reasons
besides
the others,
but
the percentage of those choosing travel as the
main
purpose fell
dramatically
from 33% to 3% of the total percentage.
Subsequently
, there were 7 % of
teachers
who
agreed
that social contacts
factor
was the
main
reason
, and it even doubled recently.
On the other hand
,
even though
7 % of
teachers
considering personal development as one of the
main
reasons
, 3 % of them
agreed
that it was not valid anymore.
Thus
, general interest and
foreign
partner which was
thought
as the minor
factors
has not
changed
at all.
Interestingly
, 15 % of
teachers
reporting that there were no
changes
for
all of the
categories which considered as the
main
reason
for students to study a
foreign
language
.
7Linking words, meeting the goal of 7 or more
30Repeated words, meeting the goal of 3 or fewer
2Mistakes