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Relevant bibliographies by topics / Attitudes. Language

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Academic literature on the topic 'Attitudes. Language'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Attitudes. Language"

1

Tódor, Erika-Mária, and Zsuzsanna Dégi. "Language Attitudes, Language Learning Experiences and Individual Strategies What Does School Offer and What Does It Lack?" Acta Universitatis Sapientiae, Philologica 8, no. 2 (December 1, 2016): 123–37. http://dx.doi.org/10.1515/ausp-2016-0022.

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Abstract Language learners’ attitudes towards the language and its speakers greatly influence the language learning process and the learning outcomes. Previous research and studies on attitudes and motivation in language learning (Csizér 2007, Dörnyei 2009) show that attitudes and motivation are strongly intertwined. Positive attitude towards the language and its speakers can lead to increased motivation, which then results in better learning achievement and a positive attitude towards learning the language. The aim of the present study was to get a better insight into what regards the language attitudes of students attending Hungarian minority schools in Romania. The interest of the study lies in students’ attitudes towards the different languages, the factors/criteria along which they express their language attitudes, students’ learning experiences and strategies that they consider efficient and useful in order to acquire a language. Results suggest that students’ attitudes are determined by their own experiences of language use, and in this sense we can differentiate between a language for identification – built upon specific emotional, affective, and cognitive factors – and language for communication.

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Sparling, Heather. "“Music is Language and Language is Music”." Ethnologies 25, no. 2 (April 13, 2004): 145–71. http://dx.doi.org/10.7202/008052ar.

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Abstract In this article, the author considers the effects of language attitudes, a sociolinguistic concern, on musical practice. This article assumes that language and music attitudes are related as different expressions in and of a common cultural context. The author demonstrates how Scots Gaelic language attitudes in Cape Breton (where a few hundred people still speak the language) have developed, and considers the possible interplay with current attitudes towards two particular Gaelic song genres. Gaelic language learners and native/fluent speakers in Cape Breton articulated distinct and opposing attitudes towards the song genre of puirt-a-beul [mouth music], and these attitudes are examined in relation to those towards the Gaelic language and compared with their response to eight-line songs, a literary Gaelic song type. Detailed musical and lyric analyses of three Gaelic songs are provided to illustrate the connection between language and music attitudes. The current attitude towards Gaelic in Cape Breton is traced through the history of language policy in Scotland and Cape Breton. These sociolinguistic and musicological analyses are supplemented with ethnographic evidence.

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Cluver, August D. de V. "Changing Language Attitudes." Language Problems and Language Planning 24, no. 1 (December 6, 2000): 77–100. http://dx.doi.org/10.1075/lplp.24.1.06clu.

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Language attitudes are long-term phenomena that tend to become more specific over generations. The stigmatization of Khoekhoegowap in Namibia shows how negative images of minority languages are generated by external forces, but also how these forces may also be reinforced by corresponding internal forces. The case of Khoekhoegowap is examined on three levels: (1) the external level (how political doctrine may influence the observations of language planners), (2) the theoretical level (how language stigmatization and similar problems result from a wide variety of factors), and (3) the empirical level (how members of a speech community can intentionally create negative stereotypes of another language to destabilize the development of that language and reduce the status of its speakers in society, and how this, in turn, can become internalized and lead to language decline).

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Miller, Lauren. "The relationship between language proficiency and language attitudes." Spanish in Context 14, no. 1 (April 10, 2017): 99–123. http://dx.doi.org/10.1075/sic.14.1.05mil.

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Abstract To determine how attitudes toward the minority language change with age, sixty-five Spanish/English bilingual children completed an attitude questionnaire. Results show that first graders have roughly equal attitudes to Spanish and English, while second, third, and fourth graders increasingly state a preference for English. However, among fifth graders, a decrease in this preference for English is found. Results from a matched guise task show that the Spanish and English versions are not rated significantly differently, suggesting that, while children prefer speaking English, they may not project negative attitudes onto Spanish-speakers themselves. Finally, a shift in language preference is found before a shift in language dominance, which may suggest that negative attitudes toward the heritage language lead to a dominance shift.

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Wiyatasari, Reny. "Sikap Bahasa Penutur Shimakutuba Dialek Uchinaguchi Di Prefektur Okinawa." KIRYOKU 3, no. 1 (June 21, 2019): 37. http://dx.doi.org/10.14710/kiryoku.v3i1.37-44.

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(Title: Language Attitudes Of The Speakers Of Uchinaguchi Dialect, Shimakutuba Language In Okinawa Prefekture) This study aims to determine the language attitude of the speakers of the Uchinaguchi dialect, one of the dialects in Shimakutuba which is the language used in the Okinawa islands. Shimakutuba is one of the languages in the world set by UNESCO as an endangered language. Because the theme of this research is focused on language attitudes which is one of the topics in sociolinguistic studies, the data are collected using the questionnaire method through distributing questionnaires to respondents who are considered representative representing the research population and also using literature study methods. Then the data were analyzed using descriptive methods. Based on the results of the questionnaire, it was found that the language attitude shown by speakers of Shimakutuba was divided into two, namely positive attitudes and negative attitudes. A positive attitude consists of positive active and positive passivity.

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BILANIUK, LAADA. "Gender, language attitudes, and language status in Ukraine." Language in Society 32, no. 1 (December 24, 2002): 47–78. http://dx.doi.org/10.1017/s0047404503321037.

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This article examines gender and language in post-Soviet Ukraine, where language laws and turbulent socioeconomic changes are affecting language use. It discusses ideologies of gender, language, and ethnicity in Ukraine and assesses the significance of gender in shaping stances toward three competing languages, Ukrainian, Russian, and English. The analysis focuses on language ideologies and attitudes, based on survey and matched-guise language attitude test data. Two kinds of explanations for the gendered patterning are considered: first, how socialization and cultural ideologies of women's relationship to language shape the attitudes documented; and second, how political/economic forces (differences in possibilities for social power and social advancement linked to language use) lead men and women to benefit from different strategies in their use and valuation of linguistic capital. It is shown that, while sociocultural and political/economic forces reinforce each other in some cases, in others they contradict each other, with economic motives prevailing over cultural paradigms of traditionalism.

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Feng, Dezheng (William), and Shuo Zhang. "Language, attitudes and party politics." Pragmatics and Society 9, no. 2 (June 28, 2018): 232–51. http://dx.doi.org/10.1075/ps.16059.fen.

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Abstract This study investigates Barack Obama’s attitudes towards Republicans and Democrats by analyzing a corpus of 249 Presidential weekly addresses. Analysis shows that Obama’s attitudes towards the Republicans are characterized by a negative judgment of propriety, creating a negative image of the Republican Party, whereas when Republicans and Democrats are mentioned together, his attitudes are characterized by his hopes for and commendations on bipartisan collaboration. An analytical model based on the attitude schema is proposed to explicate the strategies for encoding attitudes. It is found that negative attitudes are always expressed implicitly by recounting events that elicit the attitudes (i.e. behaviors of the Republicans) and performing speech acts that are motivated by the attitudes (i.e. urging the Republicans to stop the wrong behaviors). The patterns of attitudes reflect bipartisan conflict and cooperation on the one hand, and constitute an important strategy to battle against the opposition party and build coalitions on the other.

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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms." International Journal of Learning and Development 2, no. 5 (October 26, 2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.

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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination

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Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (July 4, 2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.

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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.

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Nur, Tadjuddin. "A Sociolinguistic Perspective of Betawi Adolescents' Attitude Towards Mother Language." Social Perspective Journal 1, no. 1 (September 15, 2021): 68–78. http://dx.doi.org/10.53947/tspj.v1i1.61.

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The research aims to describe 1) the language attitudes of Betawi adolescents towards their mother tongue, 2) their attitude towards the influence of the Bahasa language shift to their mother tongue. 3) their attitudes towards the influence of foreign languages shift to their mother tongue. This is a descriptive, quantitative, and qualitative research, with respondents randomly selected from five Jakarta areas, namely Central, North, West, East, and South. In addition, data were also taken from buffer cities such as Bekasi, Tanggerang, and Depok. Data were described and interpreted using Lambert's theory, which stated that attitudes consist of three aspects, namely cognitive (knowledge), affective (assessment), and conative (behavior). Furthermore, the World Health Organizationstated that the description and interpretation of adolescents’ conception comprises of three criteria: biological, psychological, and socio-economic. The results showed that 1) The language attitude of Betawi adolescents towards their mother tongue was negative, 2) Their attitude towards Bahasa positively shifted their mother tongue. 3) Their attitude towards foreign language negatively shifted their mother tongue.

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Dissertations / Theses on the topic "Attitudes. Language"

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Melander, Linda. "Language attitudes : Evaluational Reactions to Spoken Language." Thesis, Högskolan Dalarna, Engelska, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2282.

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Aldosaree, Osamh M. "Language attitudes toward Saudi dialects." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141516.

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The aim of this study is to reveal and analyze language ideologies and stereotypes associated with the three main regional dialects of Saudi Arabia: Najdi, Hijazi, and Janoubi. The research questions were “How do Saudi speakers with different educational levels perceive other regional dialects?” and “Does experience and exposure to other dialects play a role in terms of their perception?” Since college students typically have more opportunities to interact with speakers of different dialects, I hypothesized that their evaluations of other dialects would be different from high school students’ perspectives. The study participants consisted of 66 college subjects and 69 high school subjects; they came from different regional backgrounds. Lambert's Matched-Guise Test (1960) was implemented in order to examine the language attitudes toward these dialects. Interviews were also conducted to probe participants’ reasons and justifications for their judgments and opinions and also to support statistical findings. I found significant difference between college and high school subjects in the measures of five items. High school subjects tended to have a hard time guessing the speaker’s background, which indicates they lack awareness of other dialects. College participants also applied more positive adjectives to Hijazi and Najdi speakers. On the other hand, high school subjects tended to judge the Hijazi speaker as a very slow speaker. In the interviews, I found that college interviewees tended to provide more details than high school interviewees, which showed college participants are more aware of other dialects. This study tried to determine whether or not discriminatory attitudes existed among the participants. The results indicate that certain dialect speakers could be judged negatively based on which dialect they speak, and that there are implications for their social and work lives. This study may help scholars better understand some of the language ideologies held by high school and college students in Saudi Arabia.

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Al-Hoorie, Ali. "Implicit attitudes in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42571/.

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The field of language motivation is almost 60 years old. Throughout these decades, one idea has been persistent: Motivation is assumed to be a conscious process on which the learner can exert direct control. That this conscious conceptualization might not give the full picture has not been seriously entertained. An important consequence ensuing from this approach is the overreliance on self-report measures, such as questionnaires and interviews. Thus, in effect, the individual’s conscious reflection on their own attitudes and motivation has been the primary source of empirical data for our field. This thesis challenges this hegemony of conscious motivation. It provides an extensive review of the various paradigms of unconscious attitudes and motivation. It traces back their origins, highlights some of their major findings, and reviews the instruments used within each paradigm to circumvent direct self-report (as well as the controversies surrounding these instruments). The review also demonstrates that the adoption of an unconscious perspective is not inconsistent with major theoretical frameworks in the field. It then selects one of these paradigms, namely implicit attitudes, to apply in the context of language learning. Two studies were conducted on two independent samples (with almost 700 participants in total), in two different contexts (the UK and Saudi Arabia), and with different instruments of implicit attitudes (the Implicit Association Test and the Single-Target Implicit Association Test). Study 1 found that openness to language speakers at the implicit level is associated with more openness at the explicit level. Study 2 successfully replicated this finding, and extended it to language achievement—showing that learners with more favorable attitudes toward language speakers at the implicit level achieved higher grades in their English class. This finding could not be explained away by either social desirability or cognitive confounds. The results from these two studies were also meta-analyzed using Bayes factors in order to give an overall picture of the findings. The Discussion chapter wraps up this thesis by highlighting the relevance of this unconscious approach to the field more broadly. This chapter reviews a number of recent studies that have yielded similar findings to those from the current thesis. Some of these findings are then critically reanalyzed and reinterpreted in the context of unconscious motivation, thus demonstrating how adopting an unconscious approach helps view existing findings in a new light. In some cases, the analysis casts doubt on established ideas that have been taken for granted for decades. The overall message of this thesis is not that conscious motivation should be disregarded. Instead, conscious motivation should be complemented with a consideration of the role of unconscious motivation. A conscious-only approach would offer a limited window into human attitudes and motivation.

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Ulungaki, Ana Maui Taufe. "Implications of language attitudes for language planning in Tonga." Thesis, University of Birmingham, 1988. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749284.

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Eisenhower, Kristina. "American attitudes toward accented English." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79762.

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This study draws on previous research (e.g., Labov, 1969; Carranza & Ryan, 1975; Brennan & Brennan, 1981; Alford & Strother, 1990) which has revealed and confirmed the many language stereotypes and biases in existence in the United States The present study differs from earlier investigations in that it specifically addresses the current-day attitudes of American English speakers toward a selection of accents that include both native (U.S. regional) and nonnative (foreign or ethnic) accents of English.
The purpose of the present study was to determine the evaluative reactions of an American-born audience toward accented English speech. Fifty-three American college students listened to an audio recording of eight accented English speakers, four representing regional U.S. accent groups and four representing ethnic or foreign accent groups. The students' evaluative reactions indicated favoritism toward the American English speakers with a consistent downgrading of the ethnic speakers. Analysis of the personality ratings suggests that participants based their judgments to some extent on their perceptions of the accented speakers in terms of three dimensions: appeal, accommodation and aspiration. The conceptual affinity of these three dimensions and the subsequent revelation of three-dimensional model of "absolute accommodation" are discussed.
This exploratory study clearly implies a need for further research, particularly into educational programs or interventions aimed at countering the negative attitudes and stereotypes associated with language variety.

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Hoare, Rachel. "Attitudes towards language varieties in Brittany." Thesis, University of the West of England, Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297908.

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This thesis investigates the attitudes of young people in Brittany (aged 8-18) towards varieties of language (especially Breton) and the link between language and identity. The sociolinguistic situation in Brittany (past and present) is outlined, and previous research on language attitudes is reviewed. In phase 1 of the project, different informants completed a written questionnaire (470 respondents) and a Matched Guise Test (258 listener-judges), the latter involving Breton, Breton-accented French and Standard-accented French. The questionnaire responses revealed a strong correlation, verified by chi-square tests, between levels of use of Breton and perceptions of identity. Although those respondents from the traditionally Bretonspeaking western part of Brittany (Basse Bretagne) were keen for the language to be preserved, very few were willing to contribute to this process. The respondents from traditionally non Breton-speaking eastern Brittany (Haute Bretagne) were less positive in their views on the future of Breton. The least favourable ratings for the future of Breton were expressed by 15 to 16 year old males, and this was attributed to differences between male and female peer group norms. Breton emerged very favourably from the Matched Guise Test with positive ratings for both status and solidarity traits (a distinction identified by factor analysis of the data). Further breakdown and analysis of the results for the two regions revealed major differences in the evaluation of Breton in Basse and Haute Bretagne, which were attributed to the perceptions of Breton as either Li or L2 by different informant groups. These differing perceptions of Breton further complicated the relationship between the varieties, which may have contributed to the unexpected downgrading of Standardaccented French in terms of status in several cases. The 13-14 year olds perceivedBreton-accented French as the most statusful of the three varieties, a reaction which was attributed to the typical use and positive reinforcement of non-standard speech forms by this age group. In phase 2, 62 informants from western Brittany participated in interviews (based on the questionnaire, administered previously to other respondents), and pair-discussions of the MGT recordings. The overall picture provided by the interviews indicated that although informants expressed a keen interest in improving their competence in Breton, they did not support initiatives designed to encourage this such as the compulsory teaching of Breton in schools. This finding, which supported that of the questionnaire, gave rise to the distinction between the passive and active expression of attitudes. The interviews also revealed the complexity of the relationship between language and identity, with the informants' assertions that Breton identity was more strongly related to origin and residence than competence in Breton. This apparent contradiction between perceptions of the role played by language in determining identity, and the reality of the informants' responses concerning use, appeared to be operating at the subconscious level. The pair-discussions revealed that age was a central aspect of identity which had not yet been investigated in the current project, and which provided an explanation for the different attitudes towards Breton speakers in the MGT: there was an equal division between those who considered them to be young L2 speakers and those who assumed them to be old native speakers of Breton. This aspect of identity also played a key role in the construction of profiles for each guise which gave typical reactions to each guise in order to highlight patterns running through the discourse data. The combination of different methods in the current study was designed to elicit different insights into attitudes and perceptions of identity in the data.

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Schmidt, Christina D. "My church – my language?: Language attitudes and language policiy in South African church." Universität Leipzig, 2006. https://ul.qucosa.de/id/qucosa%3A33610.

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This study examines the language attitudes of members of three (formerly) Afrikaans-speaking congregations of the multilingual Moravian Church in South Africa (MCSA) with regard to current language practices within the Church and their ideas for a future language policy. It is based on interviews held with members of these congregations, while concepts of identity serve as a theoretical framework. Through these, it is shown that the MCSA could neither pursue a monolingual nor a consistently multilingual language policy in order not to aggravate the identification of its members with the Church.

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Sapinski, Tania H. "Language use and language attitudes in a rural South Australian community /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.

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Habibovic, Asima. "Taboo language : Teenagers' understanding of and attitudes to English taboo language." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7731.

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Bissoonauth, Anu. "Language use, language choice and language attitudes among young Mauritian adolescents in secondary education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10914/.

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The present study reports on a research project conducted in Mauritius in 1992/93. The project was designed to investigate patterns of language use, language choice and language attitudes of a subsection of the Mauritian population: adolescents in full-time education. Mauritius has been a French and British colony and therefore, both English and French are used in formal and official contexts. Furthermore, a French Creole is the lingua franca of the island and several Indian and Chinese languages, often called Oriental languages, are also spoken. The research was carried out in the field, and data was collected by means of a questionnaire and interview from a representative sample of the secondary school population. The basic questions raised in this study are the following: (i) Which language(s) is/are used in a given context, Creole, English, French, Indian or Chinese? (ii) What are the linguistic choices of this particular section of the population? (iii) What kind of attitudes do informants have towards Creole in education? (iv) What is the influence of social factors on the language use, language choice and language attitudes of the informants? The findings of this investigation are compared to the results of the 1990 census on language use. They reveal that although the present sample cannot be considered as representative of the whole Mauritian population, it is representative of the adolescent population in education. The responses indicate that Creole is the first language of the home, but that French and English, to a lesser extent, are also spoken. The majority of the sample seems to be against the idea of studying Creole in school, and yet, accept Creole as the national language of Mauritius. Despite the efforts of successive governments to promote Indian and Chinese languages as "ancestral languages", their use is generally declining, and the majority of informants see little or no use for them in practical terms. The statements made by informants interviewed appear to suggest that there are no conflicting attitudes relating to languages. There is a widespread feeling that Creole should not be used as the language of instruction, but should remain the national language for informal communication. English and French are more useful than Creole and Oriental languages, since they allow success in education and upward social mobility. Oriental languages are not important in daily life, but they represent cultural values, as such they are primarily used in religious practices and learnt as third languages in schools.

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Books on the topic "Attitudes. Language"

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Garrett, Peter. Attitudes to language. New York: Cambridge University Press, 2010.

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Attitudes to language. New York: Cambridge University Press, 2010.

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Attitudes and language. Clevedon [England]: Multilingual Matters, 1992.

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Hout, Roeland van, and Uus Knops, eds. Language Attitudes in the Dutch Language Area. Berlin, New York: DE GRUYTER MOUTON, 1988. http://dx.doi.org/10.1515/9783110857856.

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Language attitudes: Perspectives for the language teacher. Singapore: SEAMEO Regional Language Centre, 1985.

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Hawkey, James. Language Attitudes and Minority Rights. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74597-8.

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Löw-Wiebach, Danielle A. V. Language attitudes and language use in Pitmedden, Aberdeenshire. New York: Peter Lang, 2006.

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Taufe'ulungaki, 'Ana Maui. Implications of language attitudes for language planning in Tonga. Birmingham: University of Birmingham, 1988.

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Wale, Roselyn. Attitudes towards Pidgin. Honiara, Solomon Islands: Solomon Islands College of Higher Education, 1998.

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Smadar, Donitsa-Schmidt, ed. Jews vs. Arabs: Language, attitudes and stereotypes. Tel Aviv: Tami Steinmetz Center for Peace Research, 1998.

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Book chapters on the topic "Attitudes. Language"

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O’Rourke, Bernadette. "Language Attitudes." In Galician and Irish in the European Context, 5–33. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230294820_2.

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Fought, Carmen. "Language Attitudes." In Chicano English in Context, 193–225. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230510012_9.

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Meyerhoff, Miriam. "Language attitudes." In Introducing Sociolinguistics, 62–89. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429507922-4.

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Neves, Ana C. "Language Attitudes." In Portuguese as an Additional Language, 73–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_5.

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Hill, Joseph C., Diane C. Lillo-Martin, and Sandra K. Wood. "Language attitudes." In Sign Languages, 161–80. New York: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429020872-9.

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Fielding, Ruth. "Attitudes to Language." In Multilingualism in the Australian Suburbs, 133–54. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-453-5_5.

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Bekker, Ian. "20. Language attitudes." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Jeroen Darquennes, Joseph C. Salmons, and Wim Vandenbussche, 234–45. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110435351-020.

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Cavanaugh, Jillian R. "Language ideologies and language attitudes." In Studies in Language Variation, 45–56. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/silv.14.03cav.

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Weil, Sonia. "Language attitudes in Switzerland." In Language Choices, 287. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/impact.1.20wei.

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Prikhodkine, Alexei. "Attitudes and language detail." In Responses to Language Varieties, 219–42. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/impact.39.10pri.

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Conference papers on the topic "Attitudes. Language"

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Fischer, Kerstin, and Oliver Niebuhr. "Studying Language Attitudes Using Robots." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3378377.

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Indriani, Lilia. "EFL Learners’ Attitudes toward MALL." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292211.

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Tomás, José M. "Looking Beyond Students’ Language Learning and Attitudes Towards Three Languages In Contact." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.63.

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Ghosh, Aditi. "Representations of the Self and the Others in a Multilingual City: Hindi Speakers in Kolkata." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-4.

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This study examines the attitudes and representations of a select group of Hindi mother tongue speakers residing in Kolkata. Hindi is one of the two official languages of India and Hindi mother tongue speakers are the numerically dominant language community in India, as per census. Further, due to historical, political and socio-cultural reasons, enormous importance is attached to the language, to the extent that there is a wide spread misrepresentation of the language as the national language of India. In this way, speakers of Hindi by no means form a minority in Indian contexts. However, as India is an extremely multilingual and diverse country, in many areas of the country other language speakers outnumber Hindi speakers, and in different states other languages have prestige, greater functional value and locally official status as well. Kolkata is one of such places, as the capital of West Bengal, a state where Bengali is the official language, and where Bengali is the most widely spoken mother tongue. Hindi mother tongue speakers, therefore, are not the dominant majority here, however, their language still carries the symbolic load of a representative language of India. In this context, this study examines the opinions and attitudes of a section of long term residents of Kolkata whose mother tongue is Hindi. The data used in this paper is derived from a large scale survey conducted in Kolkata which included 153 Hindi speakers. The objective of the study is to elicit, through a structured interview, their attitudes towards their own language and community, and towards the other languages and communities in Kolkata, and to examine how they represent and construct the various communities in their responses. The study adopts qualitative methods of analysis. The analysis shows that though there is largely an overt representation of harmony, there are indications of how the socio-cultural symbolic values attached to different languages are also extended to its speakers creating subtle social distances among language communities.

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Kremenska, Anelly. "Measuring student attitudes to computer assisted language learning." In the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330677.

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Lubis, Gisca Irdayana, Rahmat Husein Napitupulu, and I. Wayan Dirgeyasa. "English Teachers’ Language Attitudes with Different Academic Background." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.137.

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Kulsum, Eva Meidi, Hamdan Sugilar, Nanang Kosim, and Koko A. Kodir. "Students’ Motivations and Attitudes towards Foreign Language Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007100204630468.

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Zakaria, U., N. Lutsyantie, and Emzir Emzir. "The Community Attitudes toward Gorontalo Languages." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284900.

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Gumbaridze, Zhuzhuna. "Attitudes toward the influx of anglicisms in the Georgian language." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-1.

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The article explores the use of English lexemes in Georgian informational-analytical electronic journals and discusses different approaches to the influx of Anglicisms. The paper highlights the fact that attention-drawing strands through intensive use of English vocabulary in journalists’ speech leads to an encounter with a number of English terms that do not fit the current standard of normative speech in Georgian. Nevertheless, the paper asserts that the influx of English lexemes in the Georgian language is predominantly caused by speakers’ desire for economy of form. Instead of providing a partial semantic or explanatory equivalent in their native language, speakers attempt to cover a complex or abstract notion by a straightforward, laconic English lexeme. The study maintains the idea that such non-native units appear to be more cognitively secure and semantically valid. They operate from the solid foundation of the source language and contribute mainly to the formation of syntagmatic units with strong predictability of a new flow of loanword integration into Georgian.

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Manggong, Lestari, Ida Farida Sachmadi, and Lia Maulia Indrayani. "Attitudes towards English: A Survey of UNPAD Undergraduates in Pangandaran Campus." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217303020309.

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Reports on the topic "Attitudes. Language"

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.

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Kapelyushnyi, Anatolyi. TRANSFORMATION OF FORMS OF DEGREES OF COMPARISON OF ADJECTIVES IN LIVE TELEVISION BROADCASTING. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11105.

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The article analyzes transformation of forms of degrees of comparison of adjectives in live television broadcasting. Particular attention is paid to the specific properties of different forms of degrees of comparison of adjectives. To analyze the peculiarities of their use for errors in speech of television journalists, associated with non-compliance with linguistic norms on ways to avoid these errors, to make appropriate recommendations to television journalists. The main method we use is to observe the speech of live TV journalist, we used during the study methods of comparative analysis of comparison of theoretical positions from the work of individual linguists and journalism sat down as well as texts that sounded in the speech of journalists. Our objective is to trace these transformations and develop a certain attitude towards them in our researches of the language of the media and practicing journalists to support positive trends in the development of the broadcasting on TV and give recommendations for overcoming certain negative trends. Improving the live broadcasting of television journalists, in particular the work on deepening the language skills will contribute to the modernization of some trends in the reasonable expediency of the transformation of certain phenomena, modernization of some tendencies concerning the reasonable expedient transformation of separate grammatical phenomena and categories and at braking and in general stopping of processes of transformation of negative unreasonable not expedient. This fully applies primarily to attempts to transform the forms of degrees of comparison of adjectives and this explains importance of the results achieved in these study.

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Senegal: Community education program increases dialogue on FGC. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1004.

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From 2000 to 2003, FRONTIERS collaborated with the Senegalese nongovernmental organization Tostan to evaluate the effects of a community-based education program on awareness, attitudes, and behavior regarding reproductive health and female genital cutting. The Tostan program provides modules in local languages on hygiene, problem solving, women’s health, and human rights. It was designed to improve women’s health and promote social change by enabling participants, mainly women, to analyze and find solutions to community problems. As stated in this brief, Tostan implemented the education program as part of a scale-up effort in 90 communities in the Kolda district of southern Senegal. The FRONTIERS evaluation took place as part of the project and compared changes in knowledge, attitudes, and behavior of men and women in 20 villages in the intervention area with those living in 20 nonintervention villages. Changes were measured using pre- and post-intervention surveys of women and men in the intervention and control areas and qualitative interviews with key community members. They also assessed pre- and post-intervention changes in the number of girls under 10 who had been cut.

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Burkina Faso: Community education program scaled-up in Burkina Faso. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1005.

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The government of Burkina Faso is committed to the improvement of women’s reproductive health. Within this context, the Population Council’s FRONTIERS Program collaborated with two nongovernmental organizations, Tostan in Senegal and Mwangaza Action in Burkina Faso, to replicate the Tostan community-based education program. Originally developed in Senegal, this program provides modules in local languages on hygiene, problem solving, women’s health, and human rights as a means of promoting community empowerment to facilitate social change. The intervention, implemented from 2000 to 2003 in the provinces of Bazega and Zoundwéogo in Burkina Faso, compared the performance of 23 participating villages with 23 control villages. To measure the program’s impact on awareness, attitudes, and behavior regarding reproductive health and female genital cutting, researchers conducted pre- and post-intervention surveys of women and men in the intervention and control areas, and qualitative interviews with key community members. To measure the diffusion of knowledge, researchers surveyed men and women who lived in the intervention area but did not participate in the study. They also assessed pre-and post-intervention changes in the number of girls under 10 who had been cut.

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