New PDF release: Attitudes to Modern Foreign Language Learning: Insights from

By Brendan Bartram

ISBN-10: 0826423841

ISBN-13: 9780826423849

Drawing at the result of a tri-national comparative survey of secondary scholars' attitudes in the direction of sleek overseas Language studying (MFLL), this publication illustrates either the significance and nature of learner attitudes and the contribution of comparative schooling to our knowing of academic issues.Questions thought of include:What is the character of the scholars' attitudes to the academic dimensions of studying French, German and English in every one country?To what volume do academic components impression the students' attitudes to studying each one language in each one country?How related are the scholars' attitudes to MFLL inside of and among the 3 countries?What decisions may be made in regards to the relative importance of academic and socio-cultural affects on scholar attitudes to MFLL in every one state? >

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Extra resources for Attitudes to Modern Foreign Language Learning: Insights from Comparative Education

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Gardner and Lambert (1972), as key pioneers in MFLL motivational research, identify three categories of language-learning attitudes – those which relate to the target-language community, those relating to learning a particular language, and those relating to language learning in general. Researching attitudes to learning French in Canada, Gardner and Lambert found that attitudes to the target-language community had the most significant bearing on learner attitudes. g. Chambers (1999)) have pointed out that Canada’s special socio-linguistic situation is bound to elevate the importance of the role played by attitudes towards the targetlanguage community in language learning, since learners in this context are more likely to have contact with members of that community, unlike learners of French in other national contexts, such as England or Germany.

He acknowledges that varying tensions may exist between these components. Beliefs about the importance of language learning may not, for example, translate into actual language learning behaviour, while a positive cognitive component may belie a negative affective component. For instance, someone may believe that there is value in learning German even though she has a personal dislike of the learning process. The three elements included in Baker’s conceptualization are united ‘at a higher level of abstraction’ (Baker 1992: 13) where they form the single construct of attitude.

Such policies have variously been aimed at the promotion of European, Asian and indigenous Australian languages, a good example being the current ‘National Asian Languages and Studies in Schools Program’ which began in 2009, and will fund Australian schools to the tune of sixty million dollars (DFAT 2008). These policies have resulted in a situation today which sees a wide range of languages taught in primary and secondary schools across the nation as a whole, though as suggested above, the picture varies significantly across the Australian states and territories.

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Attitudes to Modern Foreign Language Learning: Insights from Comparative Education by Brendan Bartram

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