Language learning interests at university

Abstract

This paper discusses the findings of three investigations into the interests of actual and potential foreign language learners at a British university: a university-wide audit of First Years' interest in taking up a language course; an analysis of the topics of web documents selected by students on a post-A level course; and an examination of relevant entries in Residence Abroad diaries. At a time when enrolments in Honours foreign language programmes are falling, the audit brings welcome news of the existence of an untapped interest in language learning. Demand is found to be mostly for French, especially at post-GCSE level, but Spanish and German are also popular. The most common reason for wanting to study a foreign language is the wish to communicate with people speaking that language, followed closely by the improvement of career prospects. Students are prepared to follow a language course in addition to their normal degree work and tend to expect to have two contact hours and to be able to devote 2 to 3 hours to private study. Free to select web documents they find interesting, about half of the post-A level students can be seen to make traditional choices, picking documents similar to those encountered on courses. Most of the others favour either topical issues and events, including items on well-known personalities, or articles on domains often under-represented in teaching materials such as pop music. These selections are representative of their age-group's concerns and interests, and testify to their involvement in the life of the global village. Diary evidence shows that students see their period of residence abroad as a unique opportunity to develop oral fluency and they look for interactions with native speakers. But they also seek and value such interactions because of their wish to become involved with the target community, as demonstrated by the active interest they take in local issues and events. Like the subjects of the audit, their motivation is mixed but appears to be more integrative than instrumental. Thus, in addition to providing information that can help in reaching decisions about language provision, these investigations can be regarded as an endorsement of communicative language teaching, with its emphasis on the social purpose of language and on the development of the ability to communicate fluently and appropriately.