English language learning in New Caledonia: A report on the proficiency achievements and motivation of students at or near the point of entry to tertiary study

Abstract

In the context of an introduction to New Caledonia and its languages, this paper reports on a research project whose aims were to provide a snapshot of the English language proficiency achievements of New Caledonian students at the point of entry to tertiary study and to investigate possible relationships between proficiency achievements, learning context and motivation. In 2006, a sample of students (274) took a C-test (one that was initially used in a major European language proficiency survey) and completed a questionnaire relating to motivation and attitudes towards the English language. The overall mean C-test score was considerably lower than that of students who did the same C-test at a similar educational stage in the European study. Some schooling contexts appear to have had a positive impact on proficiency development, as did some factors relating to motivation. On the basis of this study, it is suggested that educational authorities in New Caledonia should consider looking carefully at the factors that affect to the teaching and learning of English in schools.