Journal articles: 'Attitudes. Language'

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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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Huwari, Ibrahim Fathi. "Language Attitudes of Jordanian Students Towards English Language." Academic Journal of Interdisciplinary Studies 10, no. 4 (July 8, 2021): 237. http://dx.doi.org/10.36941/ajis-2021-0113.

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This study discussed the language attitudes among EFL students in Jordan society. The present study aimed to investigate the level of language attitude and to discover the relationship between gender, language experience, and the place of learning the language with language attitude. The participants of this study were 300 tenth school students from a private school in Irbid governorate, Jordan. Data was collected through a questionnaire contained 55 statements which were adapted from (Gardener’s, 1985). The descriptive analysis used in this research to discover the level of language attitude. T-test and ANOVA were also used to achieve the second research objective. The results of the study revealed that the participants showed a medium level toward learning the language. Female students reported having a higher level of attitude towards learning the language more than male does. Students who learned English at pre-school have more positive attitude compared with others, students who start to learn the language at the age of 6 and below have more positive attitude that the second group. They can speak with more confident way than other groups. Finally, the findings of this study should be used as starting point for both English instructors and students. Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

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Hudgens Henderson, Mary. "Prescriptive language attitudes in a dual language elementary school." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 1. http://dx.doi.org/10.3765/plsa.v1i0.3699.

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Language misconceptions are still very prevalent among the public, partially due to lack of linguistic education in schools. Language misconceptions can influence language attitudes, including the language attitudes of language-minority children towards their native language. In this study, 5th graders enrolled in a dual language program participated in an 18-lesson language awareness curriculum and completed Likert-type pre/posttest surveys and pretest/posttest interviews. Students’ prescriptive language attitude results are compared to those of an English-instruction control group that did not receive language awareness lessons. Both bilingual and monolingual students believed formal, school-based language to be superior to informal language. Despite having received language awareness instruction, students in the treatment group continued to hold prescriptivist language attitudes. Implications for future language awareness curricula are discussed.

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Campbell, Christine M., and Colin Baker. "Attitudes and Language." Modern Language Journal 77, no. 3 (1993): 372. http://dx.doi.org/10.2307/329108.

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Thorburn, Jennifer. "Attitudes to language." Journal of Multilingual and Multicultural Development 33, no. 6 (October 2012): 626–27. http://dx.doi.org/10.1080/01434632.2012.656982.

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Ladegaard, Hans J. "Language attitudes and sociolinguistic behaviour: Exploring attitude‐behaviour relations in language." Journal of Sociolinguistics 4, no. 2 (May 2000): 214–33. http://dx.doi.org/10.1111/1467-9481.00112.

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Syukur, Abdullah. "Encouraging Students to Have Positive Attitudes Toward Learning English." Ethical Lingua: Journal of Language Teaching and Literature 3, no. 2 (October 4, 2016): 122–30. http://dx.doi.org/10.30605/25409190.v3.02.122-130.

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A positive attitude is a powerful tool that fosters enthusiasm, promotes self-esteem, and creates an atmosphere conducive to learning. Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. Attitudes could be viewed as a tendency to respond positively or negatively towards a certain thing, idea, person, situation etc. The attitudes that the students should have are attitude towards the language, attitude towards learning the language, attitude towards the language teacher, and attitude towards school in general. This study focuses on discussing about encouraging students to have positive attitudes toward learning English.

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Ginting, Siti Aisyah. "Language Attitude of Sellers in Traditional Market Toward Karonese Language." English Language Teaching 11, no. 7 (June 18, 2018): 125. http://dx.doi.org/10.5539/elt.v11n7p125.

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The purpose of this study was to find out the trades attitude towards the karonese language in Indonesia. Therefore, descriptive analysis research was conducted to get the relevan findings in this study. The data were collected by using interview and documentation techniques. Furthermore, the data were analyzed qualitatively on language attitude. The Finding of this study was there were 12 traders consists of 10 male traders and 2 female traders (67%) of respondents showed positive attitudes towards Karonese Language. They said that they are responsible to use Karonese Language since it is their personal identity. In addition, There was nobody using Karonese Language unless themselves. While the researcher found 6 female traders (33%) of respondents showed negative attitudes since they usually use Indonesian Language in their daily life activities because their husbands are not Karonese. In conclusion, all male gave positive attitude towards karonese language in traditional market in Indonesia and some females give negative attitude towards karonese language in traditional market in Indonesia.

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Milosevic, Ivana. "Studentsʼ Attitudes Towards Foreign Language Learning." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 153–64. http://dx.doi.org/10.21618/fil2022153m.

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The subject of this paper is the sociolinguistic aspect of attitudes towards language, included as an unavoidable factor in foreign language learning. The aim of this research is to examine the influence the age of the students or the attitudes of their parents have on attitude formation towards learning a foreign language. The descriptive scientific research method as well as the scaling technique for examining attitudes used on the corpus in this research consisted of students aged 9 and 13 years who attend primary school and learn German as a foreign language. Having in mind that numerous factors contribute to mastering a foreign language, the research will show whether and to what extent the age of the students or the attitudes of their parents affect the formation of students’ attitudes towards learning a foreign language. Research results can contribute to pedagogical practice as well as to restoring existing knowledge about the importance of attitudes in foreign language teaching.

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Kurniawan, Nova Adi, and Sai'in Sai'in. "“How Difficult English Is!” (An Attitude in Learning English for Non-English Students)." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.

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English is one of the foreign languages taught from elementary to university. However, English is to be unswallowed bitter pill for non-English students. This is caused by the growing concepts of negative attitude about English, “English is frightening, English is hard to study, etc.” Attitude plays a vital role in learning any disciplines of knowledge includes English. Developing competencies and skills of English will not be achieved without noticing the supporting factors. In line with, this article discusses the concept of attitude, language attitude, students’ attitudes toward English, and the factors that influence students’ attitudes toward English as a foreign language.

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Gardner, R. C. "Attitudes and Motivation." Annual Review of Applied Linguistics 9 (March 1988): 135–48. http://dx.doi.org/10.1017/s0267190500000854.

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The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).

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Bell, Jeanie. "Language attitudes and language revival/survival." Journal of Multilingual and Multicultural Development 34, no. 4 (July 2013): 399–410. http://dx.doi.org/10.1080/01434632.2013.794812.

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Menggo, Sebastianus, and I. Made Suastra. "Language Use and Language Attitudes of Sumbawanese Speakers in Bali." Register Journal 13, no. 2 (October 11, 2020): 333–50. http://dx.doi.org/10.18326/rgt.v13i2.333-350.

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This study examines the language maintenance model for a local language in another language community, specifically to examine Sumbawanese language maintenance in the Balinese community. This study encompasses 1) the Sumbawanese speakers’ competence of Sumbawanese language; 2) Sumbawanese language use patterns in the Balinese community; 3) language attitudes of Sumbawanese speakers toward their language. This study focuses on Denpasar's several locations, where most of the language interaction occurred, and data were collected through observation, interviews, and questionnaires. Those data were analyzed by using a software program, namely an excel chart data series. The research subjects were both older and younger Sumbawanese speakers. An analysis of language attitudes also considered the roles of language choice and language change in maintaining cultural diversity and ethnic identity, which will psychologically provide a feeling of assurance in personal linguistic competence. In Sumbawanese speakers, the context of communicating in Balinese society will be thoroughly considered. The findings show that speakers of Sumbawa language have good competence towards Sumbawa language, rarely use Sumbawa language, and have more positive than negative attitudes towards their language. Speakers are stimulated to maintain the frequency of language use and their positive language attitudes to be competent intercultural speakers. Keywords: Balinese, language use, language attitude, language change, Sumbawanese

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Errihani, Mohammed. "Language attitudes and language use in Morocco: effects of attitudes on ‘Berber1 language policy’." Journal of North African Studies 13, no. 4 (December 2008): 411–28. http://dx.doi.org/10.1080/13629380701800492.

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Hyland, Ken. "Language Attitudes at the Handover." English World-Wide 18, no. 2 (January 1, 1997): 191–210. http://dx.doi.org/10.1075/eww.18.2.03hyl.

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Britain's 150 year colonial administration of Hong Kong came to an end in June 1997 when the territory reverted to Chinese sovereignty. Because the fate of languages is closely related to the power of different groups in a society, this constitutional transition raises important issues of language and identity. At present English continues to play an important role in business and administration while Cantonese is the lingua franca of a highly cohesive and independent community. However, the extent to which the colonial language is a component of the Territory's identity, and the prospect of it retaining an influential role, remains to be seen. Reunification is likely to have a considerable impact on language attitudes and use with Putonghua, the official language of mainland China, emerging to challenge English and Cantonese as a high status language in public domains. This paper builds on previous studies by Pierson et al. (1980) and Pennington & Yue (1994) to examine the changing language attitudes brought about by the handover. A questionnaire was administered to 900 Hong Kong undergraduates to discover students' perspectives on language and cultural identity, social, affective and instrumental attitudes and general predictions for language use with a view towards the political transition.

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Iswahyuni, Iswahyuni. "COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING." Education of English as a Foreign Language 1, no. 2 (July 30, 2018): 43–53. http://dx.doi.org/10.21776/ub.educafl.2018.001.02.05.

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Towairesh, Abdullah Abdulrahman Bin. "Language Attitudes Studies Between the Past and the Present: The Current State of Research in the Arab World and Within the Saudi Context." International Journal of English Linguistics 11, no. 5 (August 18, 2021): 19. http://dx.doi.org/10.5539/ijel.v11n5p19.

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Language attitudes studies are integral to our understanding of language-society dynamics, specifically in regions where linguistic diversity can create issues connected to social structure and social cohesion. The field of language attitudes studies heavily impacts research in areas such as language planning and policy, education and workplace inequality, and cultural discrimination. Thus, it is important to have a work that presents an overview of the most important notions and concepts in this field, with a specific focus on topics such as defining language attitudes, the components of an attitude, and the different methods of measuring it. This paper aims at providing this overview in addition to assessing the current status of language attitudes studies in the Arab world and outlining the challenges and opportunities for researchers in this field. One of the significant characteristics of language attitudes research in this region is the lack of studies that focus on the inequality dimension. Many studies in this region have opted to investigate the Standard-Spoken dichotomy and the attitudes of speakers toward foreign languages such as French and English. Researching issues such as the attitudes toward other Arabic varieties and toward migrant guest workers’ use of pidgins remains limited in the Arab context. Factors such as cultural rivalry and national pride may represent some of the obstacles in the path of conducting broader studies in the field of language attitudes in this region.

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Kumala, Sonya Ayu. "Analysis of Language Attitude and Language Preservation in Javanese Language." e-LinguaTera 1, no. 1 (May 15, 2021): 11. http://dx.doi.org/10.31253/pr.v1i1.578.

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People socialize trough language. Language uses as media of communication and fulfils formal and informal roles in society. In communicating, people have their preference in using certain language for certain roles. Speaker preferences represent their language attitude toward those languages. Speaker attitude of language will strongly affect the preservation of language. In East Java, the regional language is Javanese language. However, people tend to use Indonesia language or Javanese language as their lingua franca in this modern era. This phenomenon encourages one language become dominant or minor. This paper focuses on the attitude of Javanese speaker among participant. The writer chooses participant from Javanese speaker in Madiun, East Java. Participants are chosen in consideration of aspects native speaker and distribution of Javanese language in Java. The domain of language usage and variety of attitudes are used to measure the attitude of language speaker. Besides investigating the language attitude of the participant, in this article, the writer also analyses the language preservation of the participant. The result shows that the participant perform positive attitude toward Javanese language. Therefore, the language preservation that has done by the participant is in the intermediate level. This article is, therefore, only a case study of language attitude, particularly to see how the attitude of native speaker of Javanese language can be problematic in the modern era

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Liuolienė, Alvyda, and Regina Metiūnienė. "The Influence of Attitude on Autonomous Foreign Language Studies." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 108–14. http://dx.doi.org/10.3846/coactivity.2007.39.

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The article presents the results of some researches on formation of positive attitude as the basis for the individual enriching of the language. The pedagogical process should cover 5 levels in order to assure the regulation of attitudes formation: 1) cognitive; 2) affecting; 3) connotative; 4) regulating; 5) ascertaining. The results of the experiment are presented in a table what gives the possibility to evaluate the present-day attitudes towards the studies of foreign languages and pedagogical-psychological mechanisms of their formation. Students present the positive attitude towards foreign language studies. They would like to expand their vocabulary and mark that more than 40 % of studies should be devoted to lexis. Having conducted an experiment, it could be stated that 40 % of respondents from the experiment group developed a more positive attitude towards learning a foreign language and defined that they feel pleasure in learning it while at the beginning of the experiment only 8 % of students defined this variable.

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Hidalgo, Margarita. "Language contact, language loyalty, and language prejudice on the Mexican border." Language in Society 15, no. 2 (June 1986): 193–220. http://dx.doi.org/10.1017/s004740450000018x.

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ABSTRACTThis paper documents attitudes toward English, Spanish, and Spanish-English Code-switching in Juarez, Mexico, the oldest and largest city along the Mexican–U.S. border. It refutes the finding of related work which has shown two distinct orientations – integrative and instrumental – toward English as a foreign and as a second language, but supports various assumptions regarding the relationship between attitudes and use and the impact of the local milieu on language attitudes. It also explores attitudes toward correctness and sentiments of language loyalty, and highlights the influence of language loyalty on perceptions of Spanish-English Code-switching. Eighty-five Juarez residents were interviewed. (Language attitudes, so-ciolinguistics, Hispanic linguistics, border studies, ethnic studies, Latin American studies)

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Gan, Yongtao, and Sude Sude. "Bilingual students’ attitudes toward the Tibetan language." Language Problems and Language Planning 45, no. 1 (July 12, 2021): 1–30. http://dx.doi.org/10.1075/lplp.20005.gan.

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Abstract This study investigates bilingual students’ attitudes toward the Tibetan language, examining the structural models of the attitudes of Tibetan students and the differences in attitudes between living communities and as moderated by learning years (comparing Tibet-based and Han-based communities). The participants were 1,118 Tibetan students in the Ganzi Tibetan Autonomous Prefecture, China. The results indicated the following: (i) the data supported the three components of attitude (Cognitive, Affective, and Behavioral) in terms of bilingual students’ perception of the Tibetan language; (ii) the five lower-level domains of the attitudes toward the Tibetan language can be grouped into two categories – Cognitive (self-concept of the Tibetan language and social status) and Affective (friendliness, helpfulness, and identification) – and there is a causal relationship between them; and (iii) there are significant differences in attitudes toward the Tibetan language dependent on living community and learning year. Practical suggestions for educators in schools for bilingual students learning the Tibetan language are discussed.

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Belmihoub, Kamal. "Language attitudes in Algeria." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 144–72. http://dx.doi.org/10.1075/lplp.00017.bel.

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Abstract This article examines language attitudes among Algerian first and second year engineering students at an Algerian university. A sample of 101 participants responded to a 51-item questionnaire. The results of the questionnaire showed a strong preference of Modern Standard Arabic (MSA), English, and French by native speakers of Algerian Arabic (Derja). Native speakers of Tamazight (a Berber language) preferred MSA, English, French, and Tamazight. Participants were divided on many questions regarding MSA and Tamazight. It was also found that respondents favored English as a useful vehicle of economic opportunity and knowledge transfer. An overwhelming majority of respondents viewed multilingualism in Algeria positively. Interestingly, both Derja and Tamazight native speakers unanimously rejected promoting Derja to an official political status, and they indicated support for the teaching of English and French in school. Possible motives behind the attitudes are discussed and implications are suggested.

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Garrett, Peter. "Language attitudes and sociolinguistics." Journal of Sociolinguistics 5, no. 4 (November 2001): 626–31. http://dx.doi.org/10.1111/1467-9481.00171.

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Liebscher, Grit, and Jennifer Dailey-O'Cain. "Language attitudes in interaction1." Journal of Sociolinguistics 13, no. 2 (April 2009): 195–222. http://dx.doi.org/10.1111/j.1467-9841.2009.00404.x.

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Duah, Ishmael, and Solomon Ernest Mensah. "An Exploratory Study Of Language Attitudes Among Second Cycle Students In The New Juaben Municipality Of Ghana." International Journal of Technology and Management Research 2, no. 2 (March 12, 2020): 51–58. http://dx.doi.org/10.47127/ijtmr.v2i2.58.

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This paper is concerned with the relationship between attitude and behaviour in language. Adolescent male and female subjects were recorded and index-scores of their linguistic behaviour compared to their assessment of in- group members in a verbal-guise attitude experiment, and to their attitudes concerning language usage in a questionnaire. It was hypothesized that male subjects' language would be closer to the vernacular, and that they would also express more positive attitudes towards in-group members than would female subjects. However, no significant correlation between attitude and behaviour was found in the quantitative analysis, but results from the attitude-questionnaire support our hypothesis: male subjects have more vernacular features in their language and also express more genuinely positive attitudes towards the local vernaculars than do female subjects. Finally, methodological and theoretical implications of these results are discussed, emphasizing the importance of using eclectic approaches in future research on attitude-behaviour relations in language. Keywords: Language attitudes; attitude-behaviour relations

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Ameen, R. M. "Language Attitude among the Displaced People in the Kurdistan Region." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 1060–68. http://dx.doi.org/10.21603/2078-8975-2019-21-4-1060-1068.

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This paper focuses on the language attitudes of the displaced people who fled to the Kurdistan region of Iraq due to having the daily threats on their life by the terrorist groups since 2003. These people are mostly from Arabic nation and came from the different parts of the country, the language of analysis and the chosen social group contributing to the novelty of the research. The research aims at exploring the level of attitudes and the factors which affected the motivation of these people either towards their ethnic languages or Kurdish (the language of the majority in the region). It is shown that the majority of the displaced people in the region still have a positive attitude towards their ethnic language, are proud of it while having quite normal attitudes towards Kurdish, and believe that it is necessary for communication with other constituents, for getting jobs and conducting business and in order to spread social and cultural values of the Kurdish society. Here can be seen that the migrated people, who had about a hundred year history of ethnic problems with the Kurds of Iraq, nowadays have a normal attitudes towards Kurdish language.

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Thamrin, Temmy. "The Language Attitudes of Minangkabau People Towards Minangkabau and Indonesian Language." International Journal of Language Teaching and Education 2, no. 2 (August 3, 2018): 157–75. http://dx.doi.org/10.22437/ijolte.v2i2.5065.

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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI

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Zhou, Minglang. "The spread of Putonghua and language attitude changes in Shanghai and Guangzhou, China." Journal of Asian Pacific Communication 11, no. 2 (December 31, 2001): 231–53. http://dx.doi.org/10.1075/japc.11.2.07zho.

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This study measures languages attitudes of 82 college students in Shanghai and Guangzhou, where language planning has promoted Putonghua (PTH) over local varieties since 1956. Since the 1980s, industrialization, commercialization, and greater demographic mobility have changed what used to be homogeneous local variety speech communities, resulting in greater demand for PTH in cross-variety communication. Do language attitudes change with greater demand for PTH? A direct measurement shows that the Shanghainese and Cantonese are largely similar in language use but differ in language attitudes: instrumental motivation and impressions of stereotyped PTH speakers correlate differently with language use for these groups. An indirect measurement indicates that, because of low social distance, the Shanghainese and Cantonese as whole groups preferred neither PTH nor their respective local varieties, though the Shanghainese females significantly upgraded PTH on both social status and group solidarity, while the Shanghainese males upgraded Shanghainese. These findings do not conform well to the textbook-case dichotomy found in early studies between high and low varieties on the dimensions of social status and solidarity. The nonconforming language attitudes may represent attitude changes amid emerging patterns of language use in these two Pacific cities.

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Spence Sharpe, Marva. "Language attitudes of Limon creole speakers." Revista de Filología y Lingüística de la Universidad de Costa Rica 24, no. 1 (August 31, 2015): 101. http://dx.doi.org/10.15517/rfl.v24i1.20432.

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Este estudio es un análisis de las actitudes de los hablantes del Criollo Inglés de Limón con respecto a su lengua materna. Una actitud negativa hacia esta lengua es una de las causas fundamentales de la asimilación lingüística que ocurre hoy. The following study is an analysis of Limon Creole speakers' attitudes toward their mother tongue. A non-positive attitude toward Limon Creole is one of the underlying causes for the linguistic assimilation taking place today.

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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.

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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:167-168), taught in our schools is required. This paper argues that a sociolinguistic profile of each of these languages and the attitudes towards them are some of the relevant and crucial empirical data which need to be integrated in the design of educational programs.

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DeKeyser, Robert, Roeland van Hout, and Uus Knops. "Language Attitudes in the Dutch Language Area." Language 66, no. 1 (March 1990): 211. http://dx.doi.org/10.2307/415327.

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Papapavlou, Andreas, and Andia Mavromati. "Bridging Language Attitudes with Perceived Language Notions." Open Journal of Modern Linguistics 07, no. 02 (2017): 167–83. http://dx.doi.org/10.4236/ojml.2017.72013.

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Rivers, William P., John P. Robinson, Paul G. Harwood, and Richard D. Brecht. "Language Votes: Attitudes Toward Foreign Language Policies." Foreign Language Annals 46, no. 3 (September 2013): 329–38. http://dx.doi.org/10.1111/flan.12048.

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Sure, Kembo. "Language Functions and Language Attitudes in Kenya." English World-Wide 12, no. 2 (January 1, 1991): 245–60. http://dx.doi.org/10.1075/eww.12.2.05sur.

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Liu, Binmei. "Social class, language attitudes, and language use." Chinese Language and Discourse 11, no. 1 (June 3, 2020): 5–30. http://dx.doi.org/10.1075/cld.19002.liu.

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Abstract Few previous studies have examined the impact of social class on language attitudes and language use in mainland China. A total of 215 questionnaires were collected from a university in China for this study. The participants were classified into four social classes: upper middle class, middle middle class, lower middle class, and lower class. Then an individual interview was conducted with 10 students. Findings show that the students from the upper middle class had significantly lower attitudes toward local dialects and they had the lowest percentage of current use of dialect at home. The study adds evidence to findings of previous studies that local dialects might face certain danger of maintenance. It also shows that this change would start from people from the upper middle class. The study also points out a possible future tendency that social class privilege will play a more significant role in English learning and education.

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Verhoef, M. "Taalgesindhede teenoor Afrikaans - ’n verkenning vanuit taalteoretiese perspektief." Literator 16, no. 2 (May 2, 1995): 39–62. http://dx.doi.org/10.4102/lit.v16i2.611.

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Language attitudes towards Afrikaans - a reconnaisance from a theoretical point of viewThe main aim of this article is to investigate the language attitude issue from a viewpoint embedded in the theory of language planning. This study was initiated by the fact that, although the public debate regarding Afrikaans is articulated in a lively way, it seems as if it does not benefit the official status of the language. The statement that this hampering effect on Afrikaans is partially caused by negative language attitudes and a lack of language loyalty by the primary and secondary speech communities serves as point of departure for this article. By looking at language attitudes departing from a theoretical language planning framework, the investigator is enabled to derive scientifically clear conclusions regarding the language attitudes of speech communities. This article also discusses the different components of language attitudes in general and the methodology regarding the investigation of language attitudes. The second part of the article presents a brief discussion of language attitude studies undertaken in South Africa, especially those dealing with Afrikaans. The article concludes with the statement that language planners must give considerable attention to language attitudes and their influence on language planning efforts. When this problematic issue is ignored the outcome of language planning projects will show a low success rate. This is of particular importance for the survival of Afrikaans in the multilingual South African society.

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Lehnert, Tessa E., and Thomas Hörstermann. "The Role of Implicit Nationality Preference in Speaker Evaluations in the Multilingual Context of Montreal." Journal of Language and Social Psychology 38, no. 3 (December 19, 2018): 283–304. http://dx.doi.org/10.1177/0261927x18820080.

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Multilingual contexts in cross-border regions are characterized by a high number of inhabitants making use of various languages depending on the context. A language that a person speaks thus cannot be used as indicator of national group membership, which highlights the need for a distinction. The present study aimed to transfer an adapted model positing language and nationality attitudes as distinct factors of speaker evaluations, both on an explicit and implicit level, to the context of Montreal. Explicit attitudes were assumed to primarily affect explicit speaker evaluations, whereas implicit attitudes were expected to be the primary predictor of implicit speaker evaluations. Results primarily confirmed the distinctness of language and nationality concepts on an implicit attitude level. Moreover, the crucial role of nationality preference on an implicit level was highlighted: Quebecers’ implicit nationality attitudes affected implicit preferences for the Quebec nation suggesting affirmation of model transferability.

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Sharifi Feriz, Zahra, Khalil Motallebzadeh, and Ma'ssoumeh Bemani Naeini. "EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 161. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.161.

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The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

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SyGaco, Sonia B. "A Case Study on Attitudes and Motivation among Filipino-Germans towards Language." Asian Journal of Interdisciplinary Research 3, no. 3 (September 30, 2020): 32–40. http://dx.doi.org/10.34256/ajir20233.

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Acquiring two languages such as English and Cebuano during migration is an interesting challenge for nine young Filipino-German migrants living in Dumaguete City, Philippines which is dubbed as one of the best places to retire in the world. Attitudes and motivation play a significant part in learning the second language with the consequence of forgetting the mother tongue due to its non-use. The respondents are divided into short -term migrants who migrated less than five years and long-term migrants who moved to Dumaguete for more than five years and beyond. In the motivation and attitude study, only the short-term migrants answered neutral for attitude towards German people and attitude towards Filipino people. The rest of the categories yielded moderately agree answers. Finally, majority of the short-term migrants believed that speakers of other languages perceived them as German speakers while people in the community thought that long-term migrants speak Cebuano, English fluently but actually attrited in their native language.

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Rai, Ichchha Purna. "Attitudes towards Belhare, Nepali and English." Language Ecology 3, no. 2 (December 31, 2019): 209–17. http://dx.doi.org/10.1075/le.00003.rai.

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Abstract This paper reports on a sociolinguistic study of the Belhare speech community which is a part of the Belhare language documentation project funded by the Language Commission of the government of Nepal in 2018. This article presents sociolinguistic information on Belhare, a lesser known speech community originally settled in Dhankuta, east Nepal. The main contribution of this paper is to examine domains of language use, language use among generations, attitude towards Belhare, Nepali and English, Belhare speakers as multilingual speakers, languages resources and language proficiency among children.

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Shi, Yujie, and Xuebo Cui. "A Survey Study of Factors on Multilingual Attitude of College Students in Minority Areas." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 635. http://dx.doi.org/10.17507/jltr.1104.15.

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Positive attitude and motivation are often mentioned as necessary for language learning and the development of positive attitude is often seen as one of the aims of teaching languages. To know what attitudes are like in multilingual educational environment and status of different languages is important. This study takes college students from Yanbian Korean Autonomous Prefecture as the research subject, uses quantitative research and qualitative research to investigate the situation of multilingual attitude and discuss gender, grade, major, ethnicity and other factors on language attitude. The results show that gender, grade, major and ethnicity all influence students’ language attitude in different degrees. Based on the results and the current situation of language education for college students in minority areas, this paper tries to put forward some suggestions on multilingual education in minority areas in order to contribute to the construction of multilingual, multi-cultural and harmonious language living environment.

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Journal articles on the topic 'Attitudes. Language'

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