This book raises questions in several different academic spaces, drawing on research from adult second language acquisition, teaching pedagogy, language revitalisation, social psychology and Maori studies. The book contributes to these spaces by researching an area with a large amount of room for growth in terms of support for the Maori language, the workplace. Even though the workplace is not the first context that needs to be focused on, it is a context that is starting to be explored in New Zealand and hopefully this context will become a space where te reo is used regularly in the near future.
This book provides an extended account of the significant role of language attitudes in language learning when dealing with multilingual contexts. The presence of more than two languages in the school curriculum is a common practice in many multilingual societies in Europe as is the case of the Valencian Community where three languages coexist: a minority language (Catalan), a majority language (Spanish) and a foreign language (English). Current studies show that positive attitudes towards a language lead to efficient language learning and teachers play a paramount role in the formation of learners'' language attitudes. This book is therefore intended to widen our knowledge of prospective teachers'' attitudes in a multilingual context, namely that of the Valencian community. In addition, the volume goes on to examine those factors which may determine linguistic attitudes towards languages. In so doing, 75 students from two different universities with a quite dissimilar context were analysed by means of an adapted version of Lasagabaster and Huguet''s questionnaire (2007) on language attitudes. The book should be especially useful to language researchers and teachers.
Interaction between social factors and language use is clearly detectable in all types of society, though different speech communities will display different characteristics in relation to the nature and status of the languages at play. Following the variationist paradigm and by means of quantitative and qualitative approaches, this research work examines a wide range of issues that pervade today's Algerian language practices, while attempting to analyse the intricacies of a multi-dimensional linguistic configuration. In addition to dialectal variation, diglossia and bilingualism are two linguistic phenomena that may be seen as part of the Algerian social identity. The use of French, Standard Arabic or mixing and switching languages are not random, but patterned on the basis of communicative competence and language choice governed by social factors and settings. From a social-psychological perspective, this work shows how attitudes play a crucial role in the maintenance or shift of a language or dialect. The strong stigmatisation of Tlemcen speech has led to negative reactions, particularly among young male speakers and may eventually result in dramatic linguistic changes.
Getting learners in an EFL environment to speak meaningfully in a foreign language is notoriously difficult. Innovations in educational technology enable teachers and students to facilitate teaching and learning speaking skills. This study reports on a descriptive study of attitudes of students and teachers, who have no chat-experience, about the potential use of CMC (via text &voice-based chat) as an instructional resource to facilitate their speaking ability. The study also tries to explore some similarities and differences between student and teacher computer use and opinions of students and teachers towards the use of voice &text-based chat with intercultural partners in language instruction. It also reports experienced chat-use teachers' perceptions in respect to advantages and disadvantages of using CMC tools. Findings revealed that both sets of EFL teachers and students were positive in support of use of CMC in support of speaking instruction, although teacher responses indicated anticipation of some problems in implementing classroom CMC. The study involved three groups of respondents: students, teachers without experience in CMC, international teachers experienced in CMC.
To ensure the survival of the Maori language, and the cognitive advantages associated with bilingualism, Maori medium students need to reach a high level of proficiency in both the English and Maori languages over their time at school. As well as academic success, Maori medium whanau expect their students to gain a level of competence in te reo Maori that enables them to actively engage in authentic Maori cultural contexts. This is crucial as the historical interruption to the intergenerational transfer of te reo Maori means that today Maori medium graduates make up the main pool of speakers who can transmit our language into the future. This book describes an action research project in which a group of Maori medium students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Maori medium programme.
This study is carried out to examine the variation of attitudes towards science over Eighth Grade students in Malaysia. The study attempts to identify the determinants which affect students’ attitude towards science using data from Trends in International Mathematics and Science Study (TIMSS) conducted in 2007. At total of 4466 students were involved in this study. Students’ attitude towards science are represented by indices and classified into three different index categories. The indices are Index of Students’Positive Affect Towards Science (PATS), Index of Student’s Self-Confidence in learning Science (SCS) and also Index of Student’s Valuing Science (SVS). According to the results of this study, achievement in science and frequent use of computers to do science homework are significantly associated with all the three categories of attitude. Student who spoke the language of the test at home more frequently had higher level of positive affect than the student who less spoke the language of the test at home. While, students whose mother with higher education level had lower positive affect compared to students whose mother with lower education level.
I have read this book cautiously and I found it delighted and I really appreciate the author’s effort in assessing the Teachers’ and Learners’ attitude towards using Authentic Materials in Teaching and Learning reading skills at higher institutions. Besides, I believe that this book can be used as reference materials and open a way for language teachers to prepare and design original materials for classroom purpose. In addition, this book can serve as an opening door for further researcher to conduct a research on the Language Skills areas and fill the gap (Fisseha Negasy MA).
Social media tools are used by many people and even by companies. This thesis explores the increasing usage of such tools in nonprofit organizations. The elected tools are Facebook, Twitter, Youtube, Xing, blogs and Wikipedia. By interviewing employees and clients of the Upper Austrian Family Support Agency, the attitudes towards social media in the Austrian nonprofit sector will be brought to light and recommendations for further usage will be suggested.
Literature in English is a very difficult subject to all teachers and students whose first language is not English. In this book, there is deep exploration of Literary reviews on attitudes of those who teach Literature in English and also those who learn. In the modern day of technology, information dissemination through the internet is becoming handy with students as well as teachers. The publication of this book is an extended arm of endeavors to reach teachers and learners of Literature in English with a compilation of literary reviews of attitudes towards teaching and learning Literature in English and how they could be improved. Special attention is paid to a non-speaking English Language country of Zimbabwe where a research has been done in the rural areas.
"Attitude is everything". This is true for a lot of things, but how about language learning? Do our ‘perceptions’, ‘attitudes’, and ‘opinions’ affect our linguistic achievement? The only way to find out is by examining the correlation between learners’ attitudes towards and aptitudes in those languages. And what better place to observe this phenomenon than a truly multilingual context. Equipped with state-of-the-art data-gathering techniques Hassan Bouzidi went to find out in his home country, Morocco. The findings of his fieldwork are fascinating. As far as the local varieties are concerned, “You are what you speak!”. Your rendering of the most ‘innocent’ consonant or vowel can determine who you are, where you belong and how others perceive you. When it comes to foreign languages, students who wish to have a good command of a language need not only hold a positive attitude towards that language, but also towards the speakers of that language and their culture. Even parents’ attitudinal dispositions can have a bearing on their children’s achievement in a second language. The study also draws some interesting parallels with other contexts in the west and elsewhere.
Language learning is much more than learning how to communicate in a foreign language: it encompasses identity re-construction and profound changes. During this process, learners'' attitudes towards the language and its speakers may hamper or foster their successful learning. Due to the increasing importance of considering a learner holistically as a person and a language user, this study aims at delving into those socio-psychological factors that have a bearing on an individual''s identity construction. It includes an empirical study on mono- and bilingual adult learners.
The main purpose of this study is to explore the attitudes of instructors of Bahir Dar University towards authentic language teaching materials and also to find out instructors’ problem/s in using authentic texts in EFL classes. Data were collected using questionnaire, interview and observation. The interview and observation data were used to triangulate the collected data through questionnaire. And the researcher used Percentages and frequency to analyze the data collected through questionnaire. The results of the analysis revealed that all the instructors have positive attitudes towards authentic language teaching materials. And most of them were sometimes using authentic materials in EFL classrooms. The finding also shows that instructors face some problems that discourage them from using authentic materials in EFL classrooms. Lack of available authentic materials, lack of appropriate texts for local context and work load are some to mention. Finally, the researcher recommends the higher institutions to provide in-service trainings to teachers to refresh and update their knowledge and skills. In addition, higher institutions should reduce instructors’ workload.