Open Access

The different ways children learn warrant commensurate learning environments. In Austrian primary schools this is often already catered for, also by using open forms of learning. English classes in years 3 and 4, however, are often taught by an extra English teacher and open forms of learning are not used as much or at all, for various reasons. Integral aspects of language acquisition, such as ample opportunity for interaction and with it the best possible immersion environment, are often not provided. Current discourse agrees that a departure from traditional, often grammar and vocabulary-heavy forms of language teaching is a priority, not just to improve language learning but also to kindle and strengthen motivation. By using the interview transcripts and data of a study on foreign language aptitude and motivation (FLAME) in English lessons at primary school level, this paper shows that many pupils feel that their English lessons are not interesting. This appears to be the case especially for talented students. The results further suggest that the motivation to learn a language is not promoted and the current method of teaching seems not to maintain existing levels of motivation. The findings thus support the demand for an overhaul of the current curriculum, especially with regard to talented students, and the implementation of the latest language acquisition theories with a focus on learner autonomy, openness, hands-on practice, competence orientation, and the inclusion of different levels of learning objectives. Moreover, a much more flexible approach to language learning overall should be adopted that allows students to be competent, self-directed and motivated language learners.