Responses by Teachers in Britain to a Survey Concerning Why Their Students Are Learning a Foreign Language
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The pie charts below show responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language. The first chart shows the main reason for learning a foreign language. The second chart shows how many teachers felt that there has been a recent change in the reason.
Write a report for a university lecturer describing the information below.
Write at least 150 words.
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Sample Answer 1
The two pie charts provide data from a survey conducted among teachers of foreign languages in Britain, detailing why students are learning a foreign language. The first chart outlines the primary motivations for learning, while the second chart shows the teachers’ perception of how these reasons have recently changed.
Overall, the most prominent reason for learning a foreign language, according to the teachers, is related to travel. However, in recent years, the acquisition of property overseas has gained notable importance as a driving factor. Additionally, business and work-related purposes have also seen an increased influence.
In detail, the first chart shows that 33% of teachers report that travel is the most common reason why students are learning a foreign language, followed by 26% who mention business or work. Around 19% attribute it to buying property overseas, while social contact and personal development each account for 7%. The least mentioned reasons are general interest (5%) and having a foreign partner (3%).
The second chart highlights recent trends. The most significant increase in learning motivation is for buying property overseas, reported by 34% of teachers. Business/work reasons follow at 19%, and social contact has also increased, accounting for 15%. Interestingly, 15% of teachers reported no change in students’ reasons for learning a language. Meanwhile, travel, which was initially the dominant factor, now shows minimal recent growth, with only 3% of teachers noting an increase.
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Sample Answer 2
The two pie charts present data from a survey conducted among British teachers of foreign languages, showing why students are learning a foreign language and the recent changes in these learning motivations based on the teachers' observations.
Overall, travel, work-related purposes, and buying property abroad emerge as the main drivers for students’ interest in learning foreign languages. Meanwhile, the recent increase in learners is strongly linked to aspirations for acquiring overseas property and professional development, with some emphasis on social interaction as well.
The first pie chart highlights that one-third of students study a foreign language primarily for travel purposes, making it the largest segment. Additionally, 26% of learners are motivated by work or business needs, and 19% aim to buy property abroad. Social contact and personal development each account for 7% of students’ motivations, while general interest is slightly lower at 5%. The least common reason given is having a foreign partner, which makes up only 3% of the responses.
The second chart provides insight into recent trends in students’ motivations. Notably, 34% of teachers report an increase in learners driven by the desire to purchase property overseas. Professional goals follow with a 19% rise in students learning for work purposes. Social contact also shows significant growth, with 15% of teachers attributing recent increases to this reason. However, travel, which was the most common initial motivation, has seen the least increase, with only 3% of teachers noting it as a reason for the surge.
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Sample Answer 3
The two pie charts illustrate the responses from British teachers of foreign languages, outlining why students are learning a foreign language and the perceived recent changes in the motivations behind this trend.
Overall, travel stands out as the most prevalent reason driving students to learn new languages, while an increase in interest for purchasing property abroad has emerged as a major recent trend. Additionally, work and business-related goals also play a crucial role in both current motivations and recent developments.
In terms of specific motivations, travel accounts for the largest share, with around one-third of teachers identifying it as the primary reason why students are learning a foreign language. Business or work-related objectives follow closely behind, representing over a quarter of the responses. Another significant reason is the desire to acquire overseas property, contributing a notable portion. Meanwhile, smaller percentages of teachers attribute the motivation to personal development, social contact, general interest, or having a foreign partner.
The second chart highlights the teachers’ observations of evolving trends. The most striking increase has been noted in the desire to buy property abroad, now occupying the largest segment. Work and business purposes also reflect a noticeable uptick in influence. While social contact has seen some growth, a portion of teachers reported no significant change in learners' motivations. Interestingly, travel, which was the dominant reason in the first chart, shows only a minimal increase in recent times.
Sample Answer 4
The two pie charts depict the insights of British foreign language teachers regarding why students are learning a foreign language and how these motivations have shifted over time based on recent trends observed by the teachers.
Overall, travel, work-related ambitions, and property acquisition abroad emerge as the leading reasons for students to develop foreign language skills. However, recent increases in learning are primarily attributed to social contact, business objectives, and owning property overseas.
The first chart reveals that travel accounts for one-third of the reported reasons why students are learning a foreign language, making it the largest segment. Business or career-related motivations follow closely, cited by 26% of teachers. Meanwhile, 19% of the learners study a language to facilitate the purchase of overseas property. In addition, both personal development and social contact were reported by 7% of teachers, while having a foreign partner stands as the least common motivation, accounting for just 3%.
The second chart highlights a shift in motivations, with 34% of teachers reporting an increase in students learning for property acquisition abroad, making it the dominant factor. Business and work-related reasons saw a 19% rise, and 15% of the increase was linked to social contact. Notably, only 3% of teachers observed travel as a contributing factor to the recent surge, despite it being the most prominent initial reason. The remaining reasons, including personal development and foreign partners, have seen minimal recent change.
Sample Answer 5
The two pie charts display the opinions of British foreign language teachers about why students are learning a foreign language, with the first chart illustrating the most common reasons and the second chart reflecting how these reasons have evolved in recent times based on the teachers' observations.
Overall, travel, business-related goals, and purchasing property overseas stand out as the main motivations driving students to learn a foreign language. However, teachers report that there has been a notable increase in learners studying for property acquisition and social contact, while interest in learning for travel purposes has seen minimal recent growth.
In the first chart, travel emerges as the most frequent reason, cited by nearly one-third of teachers, followed closely by business or career-related objectives, representing just over a quarter of responses. Buying property abroad is another significant factor, comprising 19% of students' motivations. Additionally, social contact and personal development were mentioned by 7% of teachers, with general interest slightly lower at 5%. Having a foreign partner is the least reported motivation, accounting for 3%.
The second chart shows that 34% of teachers have observed an increase in learners motivated by acquiring property abroad, the largest growth in any category. Business purposes have also seen a rise, with 19% of teachers identifying it as a reason for the increase. Social contact accounts for 15% of the recent growth. However, travel, once the most common motivation, has barely grown, with only 3% of teachers reporting an increase. Meanwhile, 15% of teachers reported no change in students' motivations.
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