Language research based on school education and innate language abilities
Learning a foreign language is usually a big challenge - it can take several years indeed. Despite many years of efforts, it may turn out that you are still unable to communicate with other people in a foreign language. The reasons for this may be, among others; certain internal language barriers, methods, educational techniques not suited to individual needs or predispositions, insufficient motivation on the part of mentors, unsatisfactory educational programs or unsatisfactory teaching methods. In order to obtain opinions on the above-mentioned issues, we conducted an anonymous questionnaire in which we received 44 answers to each question asked.
Our first question was: "Do you think that the knowledge you received in primary school about foreign languages has enriched your linguistic skills?" As many as 56.8%, - 25 people, claim that the knowledge of foreign languages which was passed on to them in primary school did not enrich language skills sufficiently. 22.7%, - 10 people, selected the option "No". The number of people who are not satisfied or not satisfied enough amounts to 35/44 people, that is 79.5%. In our survey, the knowledge transferred in lower secondary school was better assessed than the knowledge transferred in primary school about foreign languages. Compared to the knowledge provided in primary school, on the basis of which only 8 people, 18.2% stated that the knowledge at this stage of education enriched his/her language skills - in lower secondary school affirmatively to the enrichment of language skills during this stage of education - 15 people replied, 34.1%. Also, as we can see, there is a difference between the answers "negative" (4.5% more of this answer in the case of primary school compared to lower secondary school) and "not enough" (9.1% more of this answer in the case of primary school than lower secondary school) . The enhancement of language skills fared best among respondents at the high school stage. As many as 19 people, 43.2%, answered in the affirmative, which means that the knowledge that was passed on at a given stage of education about foreign languages enriched their language skills. 17 people, 38.6% answered that "not enough", and 8 people, 18.2%, selected the option "No". Comparing; the number of positive answers ("Yes") obtained is the highest in the case of secondary school, and the lowest in primary school. The percentage of "not enough" answers is lowest in secondary school and highest in primary school. The answer "No" occurs most often in primary school, and in junior high school and high school it is at the same level.
Another aspect analyzed for the respondents to our questionnaire is the satisfaction of the method of teaching foreign languages in schools. Most, because as many as 40 people, 90.9%, answered that they were not satisfied - only 4 people, 9.1% answered that they are. In connection with this disproportion, it is worth analyzing the answers to the question "Do you think that private lessons are more effective than teaching foreign languages in schools?". And here We can notice a very large predominance of one answer - 41 people, 93.2% of respondents, believe that private lessons are more effective than teaching foreign languages at schools. It is known, however, that private English lessons are paid (if they are not financed, for example, from the public budget), so not everyone can afford this type of education.
In order to properly summarise our research, we have provided another questionnaire with some background questions about people who have taken a part in provided research. The first given question ''How do you define received knowledge within the school period?''. 38,6% (17 surveyed) consider intermediate speakers on the received level B1-B2 when 31,8% (surveyed) managed to reach level A1-A2. Only 22,7% (10 surveyed) answered that they feel enough confident to define themselves as advanced speakers with the received level of C1-C2. 6,8% (3 above mentioned) weren't able to speak a foreign language enough to communicate in a particular language. Another question provided on the questionnaire was ''Do you think your language mentors have been successful in motivating you to learn a foreign language?''. When it comes to yes or no questions results are: 15,9% (surveyed) answered yes when 13,6 (6 surveyed) have chosen answer no. 40,9 (20 surveyed) have claimed that there were moments when their motivation was increasing due to their mentors but not always and not enough successfully. Subsequently, it has to be mentioned that 29,5 (13 surveyed) have chosen the answer ''Not exactly''.
Another aspect analyzed for the respondents to our questionnaire is ''Have you even hear from your linguistic mentor that your linguistic ability is more or less good or is not good at all?''. Such a question is voluminously related to motivation and people's personal superstition which supposes that you are more or less gifted accordingly to linguistic abilities. Please take into account that here the questionnaire provided only yes or no questions. According to answers 63,6% (28 surveyed) have chosen the answer ''yes'' when 36,4% (16 surveyed) pointed out ''No''.
Question number 10 provided on the questionnaire aimed at communicational skills and linguistic ability after receiving school knowledge. The subject of this study highlights the linguistic aspect and the questions were divided between ''yes'' ''no'' or ''Not exactly''. The question is ''Does the knowledge you have acquired during your school years allow you to communicate freely in a foreign language?''. According to the research, only 27,3% (12 surveyed) answered ''yes'' when 52,3% (23 surveyed) weren't able to answer this question as well as 20,5% (9 surveyed) have chosen the answer ''No''.
The last question provides paramount knowledge based on the conducted research but was only mentioned in order to give you a clearer vista of the received information. What do you think is the cause of poor language skills? (Supplementary question)''. 43,2 % (19 surveyed) have answered that not the only poor program of studies but also the lack of motivational technics used by linguistic mentors are responsible for poor linguistic knowledge. 29,5 % (13 surveyed) think that the educational program has visible deficiencies and is not working successfully for everyone. Further, 11,4 % (5 surveyed) recon that lack of motivational technics is responsible for poor knowledge that people own. Only 4,5% (3 surveyed) judge lack of innate linguistic abilities.
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