To see the other types of publications on this topic, follow the link: Language attitudes and beliefs.
Journal articles on the topic 'Language attitudes and beliefs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Language attitudes and beliefs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.
Full textAbstract:
<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>
2
Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.
Full textAbstract:
The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
3
Wesely, Pamela M. "Learner Attitudes, Perceptions, and Beliefs in Language Learning." Foreign Language Annals 45, s1 (May 8, 2012): s98—s117. http://dx.doi.org/10.1111/j.1944-9720.2012.01181.x.
Full text
4
Piquemal, Nathalie, and Robert Renaud. "University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France." TESL Canada Journal 24, no. 1 (October 1, 2006): 113. http://dx.doi.org/10.18806/tesl.v24i1.31.
Full textAbstract:
This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factoars (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs and more by intrinsic reasons.
5
Dewey, Martin, and Inmaculada Pineda. "ELF and teacher education: attitudes and beliefs." ELT Journal 74, no. 4 (September 23, 2020): 428–41. http://dx.doi.org/10.1093/elt/ccaa047.
Full textAbstract:
Abstract The growing relevance of research in English as a lingua franca (ELF) for ELT has led to a need to rethink the way we approach English in the language classroom and to reassess how we configure knowledge about language in teacher education. This article reports on a joint project initiated in 2017 at King’s College London (UK) and the University of Malaga (Spain), exploring the value of perceptions towards language and ELF among language teachers. Our goal was to promote reflective attitudes towards linguistic diversity, language change and the potential impact of ELF on developments in ELT. We present here the results of an online survey that participants took after only two sessions into their training. Our findings link ELT practitioners’ teaching priorities to an ELF orientation because there was a higher number of participants who aligned with statements about pedagogic approaches where successful communication is emphasized above accuracy (42/72), and statements that favour fostering experimentation with linguistic forms (53/72) and promoting students’ L1 sociocultural identity (54/72).
6
Sarrasin, Oriane, Ute Gabriel, and Pascal Gygax. "Sexism and Attitudes Toward Gender-Neutral Language." Swiss Journal of Psychology 71, no. 3 (January 2012): 113–24. http://dx.doi.org/10.1024/1421-0185/a000078.
Full textAbstract:
We examined the relationships between three forms of sexism (modern, benevolent, and hostile) and two components of attitudes toward gender-neutral language (attitudes toward gender-related language reforms and recognition of sexist language) across different contexts. A questionnaire study (N = 446) was conducted among students in the United Kingdom and in two (French- and German-speaking) regions of Switzerland. While we expected to find that all forms of sexism are generally related to negative attitudes toward gender-neutral language, we expected attitudes to be more positive and less related to sexist beliefs in a context in which gender-neutral language is firmly established (the UK) compared to contexts in which the use of gender-neutral language was introduced only recently (the German-speaking part of Switzerland) or is still seldom (the French-speaking part of Switzerland). We found that, across all contexts, modern and hostile sexist beliefs were indeed related to negative attitudes toward gender-related language reforms, while, intriguingly, benevolent sexist beliefs were related to positive attitudes in the French-speaking part of Switzerland. Recognition of sexist language was significantly related to modern sexism only. Finally, British students were found to express more positive attitudes toward gender-neutral language (both components) than Swiss students.
7
Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar, and Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (May 2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.
Full textAbstract:
Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.
8
Szecsi, Tunde, Janka Szilagyi, and Debra A. Giambo. "Attitudes and Beliefs of Teacher Candidates Regarding Heritage Language Maintenance." Heritage Language Journal 12, no. 1 (April 30, 2015): 75–99. http://dx.doi.org/10.46538/hlj.12.1.4.
Full textAbstract:
This paper reports on the findings of an investigation that explored teacher candidates’ (TCs) attitudes and beliefs about heritage language (HL) maintenance and variables that may predict their attitudes and beliefs. The participants were 270 TCs in Southwest Florida who completed an on-line survey with Likert-type statements and open-ended questions. Quantitative data was analyzed using factor analysis followed by linear multiple regression analyses. The constructs of TCs’ attitudes and beliefs toward HL maintenance were used as dependent variables in the multiple regression models. The level of preparation in multicultural and bilingual education was a statistically significant predictor of TCs’ views in regard to active teacher practices to maintain HL, benefits of HL at school, and the role of the schools. TCs’ ability to speak more than one language was found to predict their attitudes and beliefs about the benefits of HL at school. In addition, experiences with diverse cultures and languages outside the U.S. influenced TCs’ attitudes toward bilingualism. The qualitative analysis of TCs’ responses to the open-ended questions showed increased awareness of HL maintenance for TCs at the end of the teacher education program compared with those at the beginning. However, descriptions of teaching strategies in HL maintenance indicated TCs’ limited understanding of appropriate ways for supporting the HL. This gap between awareness and expected teacher behavior suggests the need for further preparation in the area of HL support.
9
Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature." English Language Teaching 10, no. 4 (March 8, 2017): 78. http://dx.doi.org/10.5539/elt.v10n4p78.
Full textAbstract:
Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their attitudes, and their learner’ beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners’ learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers’ beliefs, express sources of teachers’ beliefs, and finally mention some previous studies on teachers’ beliefs. The review of related literature revealed that investigating teachers’ beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.
10
Feldman, David, Phyllis A. Gordon, Michael J. White, and Christopher Weber. "The Effects of People-First Language and Demographic Variables on Beliefs, Attitudes and Behavioral Intentions Toward People with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 3 (September 1, 2002): 18–25. http://dx.doi.org/10.1891/0047-2220.33.3.18.
Full textAbstract:
The effects of people-first language usage and demographic variables on beliefs, attitudes and behavioral intentions toward people with disabilities were investigated. Participants included 351 undergraduate minors, masters, and doctoral level students in counseling psychology at a state university located in the Midwest. Study participants provided demographic information, produced a writing sample concerning a hypothetical client who has a disability, and completed the Attitudes Toward Disabled Persons Scale (ATOP) and the Beliefs and Behavioral Intentions Scale (BABI). The BABI examined beliefs and behavioral intentions across three dimensions; sexuality, quality of life potential, and professional personal social distance. Analysis of the writing samples indicated that only a minority of participants used people-first language consistently. A series of ANOVAs were conducted comparing people-first language usage and scores on both the ATOP and BABI scales. Although the results were mixed, language usage appears to affect the attitude and behavioral intentions towards persons with disabilities.
11
Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.
Full textAbstract:
Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
12
Smuk, Maciej. "PRZEKONANIA HAMULCEM INNOWACYJNEGO MYŚLENIA." Neofilolog, no. 50/1 (September 13, 2018): 29–43. http://dx.doi.org/10.14746/n.2018.50.1.3.
Full textAbstract:
Beliefs reflect the way we think about different issues, attitudes and behaviours. Many of them are wrong, or – at best – simplified. Beliefs also relate to the didactics of foreign languages. This paper discusses the qualities, sources and consequences of these beliefs and presents the results of research conducted on a group of 434 students regarding beliefs among other individual variables and the process of learning a foreign language.
13
Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO." Neofilolog, no. 55/2 (December 31, 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.
Full textAbstract:
Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits, etc.). On the other hand, in glottodidactics, the common trend in this type of research is analysis of students' attitudes (including motivation) towards a foreign language and its culture(s). The purpose of the article is to briefly present the methodology of research on attitudes towards learning different languages. First, we review the concepts of attitudes, beliefs, values, and motivation from a psychological and didactic perspective. We also focus our attention on the types of attitude measurement used (which include motivation). Finally, we present some results of research conducted for the first time in Poland in the field of attitudes and motivation of secondary school students towards learning Spanish.
14
Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO." Neofilolog, no. 55/2 (December 31, 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.
Full textAbstract:
Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits, etc.). On the other hand, in glottodidactics, the common trend in this type of research is analysis of students' attitudes (including motivation) towards a foreign language and its culture(s). The purpose of the article is to briefly present the methodology of research on attitudes towards learning different languages. First, we review the concepts of attitudes, beliefs, values, and motivation from a psychological and didactic perspective. We also focus our attention on the types of attitude measurement used (which include motivation). Finally, we present some results of research conducted for the first time in Poland in the field of attitudes and motivation of secondary school students towards learning Spanish.
15
Hopf, Suzanne Catherine, Sharynne Lindy McLeod, Sarah H. McDonagh, and Epenisa N. Rakanace. "Communication Disability in Fiji: Community Cultural Beliefs and Attitudes." Disability, CBR & Inclusive Development 28, no. 1 (May 23, 2017): 112–41. http://dx.doi.org/10.5463/dcid.v1i1.600.
Full textAbstract:
Purpose: Beliefs about communication disability vary according to the cultural context, and influence people’s attitudes and help-seeking behaviour. Little is known about Fijians with communication disability or the communities in which they live, and specialist services for people with communication disability are yet to be established in Fiji. An understanding of Fijian beliefs about the causes of communication disability and attitudes towards people with communication disability may inform future service development.Method: An interpretivist qualitative research paradigm and the International Classification of Functioning, Disability and Health (ICF) framework informed this project’s design. Scenarios of adults and children with communication disability were presented to 144 participants, randomly sampled across multiple public spaces in two Fiji cities. Thematic analysis of responses to 15 survey questions revealed participant beliefs about the causes and attitudes towards people with communication disability.Results: Three clusters describing perceived causes emerged from the analysis - internal, external, and supernatural. Major clusters across child and adult scenarios were similar; however, response categories within the scenarios differed. Community attitudes to people with communication disability were predominantly negative. These community attitudes influenced individual participants’ beliefs about educational and employment opportunities for Fijians with communication disability.Conclusion: Determination and acknowledgement of individuals’ belief systems informs development of culturally appropriate intervention programmes and health promotion activities.Implications: Speech-language pathologists and other professionals working with Fijian communities should acknowledge community belief systems and develop culturally-specific health promotion activities, assessments, and interventions.
16
Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (June 30, 2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.
Full textAbstract:
Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers’ attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers’ grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers’ attitudes/knowledge on their classroom practices.INTRODUCTIONIn recent years, grammar teaching has regained its rightful place in language curricula. Language teaching professionals are now of the belief that grammar cannot be ignored, and that without a good grammatical knowledge, learners’ language development can be severely constrained (Baleghizadeh & Farshchi, 2009). Grammar teaching and learning has attracted significant research attention. For example, many studies examined teachers’ explicit or declarative knowledge about grammar (e.g. Shuib, 2009; Andrews, 1994; Bloor, 1986). These studies showed that learners and teachers had encountered inadequate levels of grammatical knowledge. Other studies focussed on L2 and FL teachers’ beliefs about teaching grammar (Baleghizadeh & Farshchi, 2009; Borg& Burns, 2008). Borg and Burn’s (2008) study indicated that teachers expressed very strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integrating grammar in their practices. Baleghizadeh and Farshchi’s (2009) study revealed that teachers’ beliefs could be traced back to their long experience of teaching textbooks that heavily draw on deductive approaches to teaching grammar. Yet, we have to fully understand whether teachers’ attitudes towards grammar teaching have an influence on their grammatical knowledge. This is important because teachers’ attitudes/beliefs play a major role in influencing what they do in the classroom (Borg, 2006; Borg, 2003). Moreover, Shulman (1987) stressed that in order to teach grammar appropriately teachers need both grammatical knowledge and the skills “pedagogical content knowledge”. Thus, the current study focused on in-service TESOL teachers’ attitudes towards grammar teaching, and their grammatical knowledge to see if there is a correlation between the two and whether other background differences affect their knowledge of and attitudes towards grammar. This might help teacher educators to see the relationship as well as the impact of
17
Wilkinson, Derek. "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario." Canadian Journal of Higher Education 24, no. 1 (April 30, 1994): 30–47. http://dx.doi.org/10.47678/cjhe.v24i1.183181.
Full textAbstract:
Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect linguistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate - lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superior and to believing French unimportant but positively related to believing English dominant, French pleasurable, and their French inadequate. Policy should therefore focus on countering the belief in English dominance and the belief in the inadequacy of their ability in French.
18
Allen, M. "Attitudes to Language in a Bilingual Program." Australian Journal of Indigenous Education 13, no. 5 (November 1985): 51–56. http://dx.doi.org/10.1017/s0310582200014073.
Full textAbstract:
Language is an important part of a child’s total development as a person. Through language the child learns the behaviour patterns that are expected within his society, the society’s religious beliefs, and how the society sees the organisation of the world around it.“Language is a powerful force of socialisation or the preparation of a young person for later life in a social group.” It has a vital function in “accumulating and transmitting culture” (Bostock, 1977, p.6).
19
Lees, R. M., and T. Stewart. "Students' attitudes and beliefs about stuttering." Journal of Fluency Disorders 25, no. 3 (September 2000): 209. http://dx.doi.org/10.1016/s0094-730x(00)80253-3.
Full text
20
Fortanet-Gómez, Inmaculada. "Academics’ beliefs about language use and proficiency in Spanish multilingual higher education." AILA Review 25 (December 14, 2012): 48–63. http://dx.doi.org/10.1075/aila.25.04for.
Full textAbstract:
Today, more and more universities in Spain are starting to design language policies, usually including Spanish and English. At the same time, Spain has a special socio-political context since part of its territory is already bilingual. This paper examines the opinions and attitudes of academics at a bilingual Valencian-Spanish university which is about to implement a multilingual policy adding English as a third language of instruction. Therefore, in order to start planning the implementation of the teacher development programme and complementary communication campaigns that are part of the recently approved policy, it was considered important to determine the beliefs of academics regarding their proficiency in the three languages involved and the ways to teach in them (Borg 2003). A questionnaire was distributed to a stratified sample of the lecturers at Universitat Jaume I in order to find out what lecturers believed to be their competence in the three priority languages and to identify what they regarded as the main pedagogical styles used in their discipline. Additionally, lecturers were asked, by means of a semi-structured discussion, about their attitudes towards multilingual teaching. The results of this study shed some light on teacher training needs regarding language and pedagogy and allow for suggestions as to possible measures in support of implementing multilingual language policies.
21
Bademcioglu, Mehtap, Hakan Karatas, and Atilla Ergin. "The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety." Journal of Human Sciences 14, no. 1 (February 26, 2017): 571. http://dx.doi.org/10.14687/jhs.v14i1.4132.
Full textAbstract:
Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals’ language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and self-efficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students’ foreign language classroom anxiety.
22
Peter, Lizette. "Language ideologies and Cherokee revitalization." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 96–118. http://dx.doi.org/10.1075/jicb.2.1.05pet.
Full textAbstract:
Cherokee Nation in Oklahoma has enacted a revitalization plan to promote Cherokee language in a variety of settings, and many tribal citizens have begun to confront how language factors into their identities as Cherokees. In particular, Tsalagi Dideloquasdi, the Cherokee immersion school, has become an important sociolinguistic site for the articulation of deeply seated beliefs and attitudes about issues such as the practicality of the language in contemporary times and who has a legitimate right to learn and speak the language. The purpose of this paper is to elucidate these attitudes and beliefs as well as the ideologies that inform them. Assuming a critical ethnographic stance, I examine the hegemonic discourses and structures that have led to the loss of Cherokee over generations as well as to three ideologies — impracticality, legitimacy, and hope — that influence the current efforts of the immersion school stakeholders.
23
Bebout, Linda, and Bradford Arthur. "Cross-Cultural Attitudes Toward Speech Disorders." Journal of Speech, Language, and Hearing Research 35, no. 1 (February 1992): 45–52. http://dx.doi.org/10.1044/jshr.3501.45.
Full textAbstract:
Speech‐language pathologists serving multicultural populations may encounter unfamiliar beliefs about speech disorders among the members of different cultures. This study used a questionnaire to look at attitudes toward four disorders (cleft palate, dysfluency, hearing impairment, and misarticulations) among 166 university students representing English-speaking North American culture and several other cultures (e.g., Chinese, Southeast Asian, Hispanic). The results showed significant group differences on items involving the subjects’ beliefs about the emotional health of persons with speech disorders and about the potential ability of speech-disordered persons to change their own speech.
24
de Sonneville-Koedoot, Caroline, Samantha A. Adams, Elly A. Stolk, and Marie-Christine Franken. "Perspectives of Clinicians Involved in the RESTART-Study: Outcomes of a Focus Group." American Journal of Speech-Language Pathology 24, no. 4 (November 2015): 708–16. http://dx.doi.org/10.1044/2015_ajslp-14-0215.
Full textAbstract:
Purpose The purpose of this study was to explore the attitudes and beliefs of speech-language pathologists (SLPs) with regard to the Lidcombe Program and Demands and Capacities–based treatment and to examine how these attitudes and beliefs might have changed as a result of participating in the RESTART-study. Method A focus group meeting with 13 SLPs was organized. The discussion was structured using questions on therapy preference, attitudes about and explicit comparison of both treatments and treatment manuals, and learnings of trial participation. Results Four main themes were identified. First, a change in attitude toward treatment choice was observed. Second, this change was related to a change in beliefs about the potential of both treatments. Third, aspects of the treatments regarded as success factors were considered. Last, learning outcomes and increased professionalism as a result of participating in the RESTART-trial were discussed. Conclusions This study showed how attitudes and beliefs of SLPs with regard to the Lidcombe Program and Demands and Capacities–based treatment evolved during a randomized trial. This work increases our understanding of the role of attitudes and beliefs in the uptake and utilization of therapies and demonstrates the importance of collecting qualitative data. Results and recommendations should prove of value in implementing the RESTART-trial results and in training SLPs.
25
Kohnke, Lucas. "Make Beliefs Comix." RELC Journal 51, no. 2 (April 12, 2018): 321–23. http://dx.doi.org/10.1177/0033688218765301.
Full textAbstract:
Creative use of language is a central tenet of learner-centric pedagogy, and as such has become a big part of today’s language classrooms. Students who are allowed to use their creative impulses are often more engaged during in-class activities (Gregory et al., 2013). This is precisely one of the primary motivators for teachers to leverage students’ creativity in designing pedagogical materials and classroom activities. It is often challenging, however, to apply creativity in the absence of stimulating and engaging content. To address this, one possible means of engaging students is exploiting the potential of comic strips, which are intuitive and straightforward media for students to practise reading, listening, and writing in a second language. For example, Williams and Williams (2011) found that comics can play a role in promoting student-centred learning by offering a motivating canvas upon which students can deploy their creative resources. Further, other recent studies have found that engagement with comics in learning activities led to positive attitudes towards learning, as well as elevated engagement and ownership (Kılıçkaya and Krajka, 2012). One such web-based comic-making application, Make Beliefs Comix, provides features which can potentially be effective in supporting learners to practise a target language in a stimulating and engaging manner.
26
Bidari, Samikshya. "A Brief Review on Beliefs About Language Learning Inventory." International Journal of Linguistics, Literature and Translation 4, no. 7 (July 30, 2021): 214–16. http://dx.doi.org/10.32996/ijllt.2021.4.7.22.
Full textAbstract:
Second language learners have various learning attitudes in different settings. Beliefs are essential elements in any field that deals with human performance and learning. Beliefs assist individuals in defining and understanding the world and themselves; they help define tasks and play an essential role in determining action (White, 1999). Recently, researchers have recognized the significance of language beliefs in the second language learning process; they have also been demonstrated interest in students' perspectives on language learning and their effects on learners' motivation, foreign language anxiety, and efficacy. This review summarized students' beliefs on learning a second language by combining key elements from previous research on this topic. This paper has analyzed five previous published articles (Mori,1999; Ellis, 2008; Tanaka & Ellis, 2008; Horwitz1987) and discussed findings on learner beliefs, potential changes in learner beliefs, and factors influencing learner beliefs changes.
27
Abdulrahman Altalhi, Shatha. "Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes." Arab World English Journal, no. 265 (December 15, 2020): 1–70. http://dx.doi.org/10.24093/awej/th.265.
Full textAbstract:
This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.
28
Okuniewski, Jan. "Polish Secondary School Students Learning German: Motivation, Orientations and Attitudes." Psychology of Language and Communication 16, no. 1 (January 1, 2012): 53–65. http://dx.doi.org/10.2478/v10057-012-0005-9.
Full textAbstract:
Polish Secondary School Students Learning German: Motivation, Orientations and Attitudes The study investigates the German language learning motivations of Polish secondary school students. Questionnaire data were collected from 100 students aged 16-18 years. Using the AMOS 18 package, structural equation modeling was run to analyze how language learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated learning behavior. The results of this study reveal that the important factor which exerts the most influence on motivated learning behavior is an integrative attitude, i.e. openness to and interest in the community using the language, as well as the culture, customs and international status. Another important factor in this model is parental encouragement, as it affects the German language community, learning and instrumental values.
29
Al-Khaledi, Maram, Michelle Lincoln, Patricia McCabe, and Tariq Alshatti. "Attitudes, knowledge, and beliefs of Arab speech-language pathologists about stuttering." Speech, Language and Hearing 17, no. 3 (May 7, 2014): 168–80. http://dx.doi.org/10.1179/2050572814y.0000000039.
Full text
30
Weekly, Robert. "Attitudes, beliefs and responsibility for heritage language maintenance in the UK." Current Issues in Language Planning 21, no. 1 (December 3, 2018): 45–66. http://dx.doi.org/10.1080/14664208.2018.1554324.
Full text
31
Choi, Naya, Taeyeon Kim, Jieun Kiaer, and Jessica Morgan-Brown. "Mothers’ Educational Beliefs and Preschoolers’ English Learning Attitudes: The Mediating Role of English Experiences at Home." SAGE Open 10, no. 4 (October 2020): 215824402097023. http://dx.doi.org/10.1177/2158244020970231.
Full textAbstract:
This article analyzes the relationship between Korean mothers’ beliefs about early childhood English education and preschoolers’ attitudes toward English learning. English experiences in the home were also projected to be significantly related to the aforementioned factors. Participants consisted of 159 mother–child pairs in South Korea. This study yielded three main results. First, correlations were found between the mothers’ education level and all three factors, while the fathers’ education and family income levels correlated only with preschoolers’ English experiences at home. Second, the subfactors of the mothers’ beliefs, the preschoolers’ home English experiences, and their attitudes toward learning English were revealed to be partly related. Third, the study showed that preschoolers’ English experiences at home mediated the relationship between the mothers’ beliefs in the importance of English education and the preschoolers’ attitudes. In effect, while the mothers’ beliefs about early childhood English education did not directly affect their children’s attitudes, indirect effects were found to be mediated by English experiences at home. Based on these results, we propose that it is necessary for parents to create a rich language environment in the home that engenders in children positive foreign language learning attitudes.
32
Kovac, Mirjana M., and Ana Mrsic. "Students’Attitudes towards Foreign Languages." Journal of Educational and Developmental Psychology 7, no. 2 (October 24, 2017): 124. http://dx.doi.org/10.5539/jedp.v7n2p124.
Full textAbstract:
This paper analyses similarities and differences in attitudes and beliefs towards learning the German and the Italian language. The testing tool used for evaluating the attitudes is a questionnaire composed in accordance with the questionnaires used for examining attitudes towards foreign languages. The obtained results indicate that the students of both languages highly agree with the statement that the knowledge of foreign languages leads to a better social status, more successful socialisation and benefit in one’s professional career. In addition, they highly agree with the statement that the teaching materials are miscellaneous, but would nevertheless want the materials to include more elements of the domicile culture. Furthermore, the results also indicate a high level of confidence in speaking both languages and a substantial level of awareness regarding the need to speak both languages. The analysis confirmed a significant difference between the learners of Italian and German; the learners of German perceive the language as more difficult than Italian. However, such subjective evaluation does not have an adverse effect on the attitudes towards the German language.
33
Ewa Półtorak. "PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA." Neofilolog, no. 53/2 (December 30, 2019): 263–80. http://dx.doi.org/10.14746/n.2019.53.2.8.
Full textAbstract:
The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
34
Mabule, Dorah Riah. "Who Cares What We Speak: A Case Study at Kgoši Mampuru Correctional Facility." European Review Of Applied Sociology 11, no. 16 (June 1, 2018): 6–16. http://dx.doi.org/10.1515/eras-2018-0001.
Full textAbstract:
AbstractThe aim of this article is to explore the dynamic of language choice and language use as well as to examine the effect of language policy on language attitudes in the Department of Correctional Services (DCS) with special reference to Pretoria Central Prison, now called Kgoši Mampuru Correctional facility where there is some resistance to the use of English as the only official language of business.A case study was conducted at this facility to find out the language attitudes of the participants towards English as the only official language of business. A questionnaire was used to evoke the participants’ attitudes and beliefs regarding the importance of the use of other official languages (indigenous languages which, like English, also have official status) in their daily lives. A total of 60 correctional services staff and 280 offenders took part in this research study. Interviews and observations were mainly carried out at the research site to triangulate the data. Only the findings from the 280 offenders will be reported in this article.The findings of this research study show that the participants were keen to use their languages of choice and favoured the language functions of their indigenous languages. The findings suggest that the prevailing language attitudes were in contrast with the aims of language policy at DCS thus making the effect of language planning not to be realized.
35
Adriaensens, Stefanie, and Elke Struyf. "Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering." Language, Speech, and Hearing Services in Schools 47, no. 2 (April 2016): 135–47. http://dx.doi.org/10.1044/2016_lshss-15-0019.
Full textAbstract:
PurposeThe study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student.MethodParticipants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically.ResultsTeachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering.ConclusionAlthough teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.
36
Nugaraitė, Indrė. "Standard Language Ideology and Its Influence on Lithuanian Migrants. Samogitians' Attitudes Towards Their Language Variety." Sustainable Multilingualism 11, no. 1 (November 27, 2017): 14–33. http://dx.doi.org/10.1515/sm-2017-0011.
Full textAbstract:
Summary The study tries to bridge the gap between research on how the Lithuanian language and its varieties are spoken and maintained by migrants and on how the standard language ideology affects the speakers of regional varieties in Lithuania. The paper investigates Lithuanian Samogitian migrants’ attitudes towards their regional variety, the main factors that might influence their beliefs and whether the standard language ideology is one of these factors. The in-depth analysis of 10 audio-recorded and coded interview responses has shown that in migration, similarly as in Lithuania, people’s attitudes towards Samogitian and the usage of it are governed by the three main factors, namely education, Soviet language policy and the linguistic pressure from society. Even though migrants do not feel intense pressure to speak the “right” language and feel much freer to use the variety of their choice when talking to other migrants, they still believe that it is common sense to use the standard in official gatherings, for public speeches or for official events.
37
Blackwood, Janet. "Language Choice Motivations in a Bribri Community in Costa Rica." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 6–20. http://dx.doi.org/10.14434/ijlcle.v2i0.26841.
Full textAbstract:
A growing body of research has been undertaken in a variety of contexts worldwide to explore language preference and use as well as the attitudes and beliefs that may impact the maintenance and revitalization of endangered languages. There has also been considerable examination of the motivations that impact second language learning and the choices speakers make regarding second language learning and use. However this research has rarely extended to exploring the motivations influencing language choices in contexts where one of the languages is an endangered mother‐tongue language. Analyzing a portion of the data gathered from a larger study on language attitudes and practices, this study explores the language choices of members of an indigenous community in Costa Rica and the motivations that appear to influence those choices. An analysis is also made of the relationship between the language choice motivations that are present and current indigenous language revitalization efforts in the community.
38
Xi, Xiaowei. "English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 145. http://dx.doi.org/10.17507/tpls.1102.05.
Full textAbstract:
The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.
39
Young, Andrea S. "Unpacking teachers’ language ideologies: attitudes, beliefs, and practiced language policies in schools in Alsace, France." Language Awareness 23, no. 1-2 (December 20, 2013): 157–71. http://dx.doi.org/10.1080/09658416.2013.863902.
Full text
40
Liu, Amy H., Sarah Shair-Rosenfield, Lindsey R. Vance, and Zsombor Csata. "Linguistic Origins of Gender Equality and Women’s Rights." Gender & Society 32, no. 1 (November 20, 2017): 82–108. http://dx.doi.org/10.1177/0891243217741428.
Full textAbstract:
In this article, we examine how the language spoken in a country can affect individual attitudes about gender equality and subsequently the level of legal rights afforded to women. This is because the feature of a language—specifically whether it requires speakers to make gender distinctions—can perpetuate popular attitudes and beliefs about gender inequality. To test this argument, we first identify a correlation between the gender distinction of a language and individual gender-based attitudes among World Values Survey respondents. We then isolate the causal mechanism using an experiment involving bilingual Romanian–Hungarian speakers in Transylvania, Romania. Finally, we examine one observable implication of our argument: the effects of gender distinction of official state languages on women’s rights at the national level. Our results confirm the importance of the gender distinction of language on support for gender equality and women’s rights.
41
Franca, Maria Claudia, Linda McCabe Smith, Jane Luanne Nichols, and Dianna Santos Balan. "Culturally diverse attitudes and beliefs of students majoring in speech-language pathology." CoDAS 28, no. 5 (October 31, 2016): 533–45. http://dx.doi.org/10.1590/2317-1782/20162015245.
Full text
42
Karabenick, Stuart A., and Phyllis A. Clemens Noda. "Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners." Bilingual Research Journal 28, no. 1 (April 2004): 55–75. http://dx.doi.org/10.1080/15235882.2004.10162612.
Full text
43
Gupta, Munmun. "Indian parents’ perspective of maintaining heritage language in the metropolitan Jakarta." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 85–103. http://dx.doi.org/10.25170/ijelt.v15i1.1414.
Full textAbstract:
The present study examines the role of Indian parents residing in Indonesia in maintaining heritage languages at home. The report presents parents' attitudes towards languages and the strategies used by these parents to promote heritage-language maintenance (HLM) while residing in Indonesia. Two research instruments were used: a questionnaire and a semi-structured interview. 23 Indian respondents (22 mothers and 1 father) residing in Jakarta participated in an online survey. Four participants volunteered for a follow-up interview to explore their language beliefs and attitudes. The majority of these parents regard Hindi or other Indian regional languages to be their heritage language, yet they use English to communicate with their children because of the ease—and lack of time to teach their children their heritage language. They also valorize English and the learning of other languages because of the benefits they entail, such as a better future and economic stability. Most of these parents agree that preserving and maintaining their heritage language is vital; however, they have only been somewhat successful in maintaining it.
44
Eroz, Ekrem, and Azamat A. Akbarov. "THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN EFL CONTEXT: A CASE STUDY OF LEARNERS' ATTITUDES AND PERCEPTIONS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 3 (December 25, 2015): 118–26. http://dx.doi.org/10.48127/spvk-epmq/15.7.118.
Full textAbstract:
This research study investigates the place of communicative language teaching in one of the capital Balkan cities in Sarajevo, in Bosnia by exploring attitudes and perceptions of Bosnian EFL students. A questionnaire survey was conducted to collect data from the target EFL learner groups. The findings of the survey revealed that Bosnian learners have positive views and attitudes toward communicative language teaching. According to Hymes (1972), the goal of language teaching is to improve the communicative competence of learners. That is why, educators should focus on the communication skills of learners rather than their grammar-based knowledge and being able to communicate effectively in the target language is the most important of all skills. However, some external factors, like exam system, high number of students in the classes, can be barriers to implement CLT effectively in different EFL contexts and they force teachers to use traditional methods in language teaching but this presumption is lower or almost unlikely in private education institutions thanks to the amenities. Supporting the view above, the results of survey also reported that EFL learners have favourable beliefs for the use of CLT in their classrooms and they believe that as a foreign language English learning is very important in their country and for their future careers. Key words: EFL (English as a Foreign Language), learner beliefs, communicative competence, CLT (communicative language teaching), English language teaching.
45
Amérigo, María, Juan Ignacio Aragonés, Belinda de Frutos, Verónica Sevillano, and Beatriz Cortés. "Underlying Dimensions of Ecocentric and Anthropocentric Environmental Beliefs." Spanish Journal of Psychology 10, no. 1 (January 2007): 97–103. http://dx.doi.org/10.1017/s1138741600006351.
Full textAbstract:
This study focuses on the cognitive components of general environmental attitudes. Taking as a starting point the scale of Thompson and Barton (1994) to identify ecocentric and anthropocentric motives in environmental conservation, the beliefs that guide attitudes in the person-environment relationship are analyzed. Confirmatory factor analysis was used to contrast the tripartite structure of these beliefs—based on egoistic, socioaltruistic, and biospheric aspects—with a two-dimensional structure that confronts ecocentric and anthropocentric orientations. The results obtained from two samples, a student sample (n = 212) and a sample from the general population of Madrid (n = 205), indicate the existence of a three-dimensional structure of environmental beliefs: an anthropocentric dimension based on the instrumental value of the environment for human beings, a biospheric dimension that values the environment for its own sake, and, lastly, an egobiocentric dimension that values the human being within nature as a whole.
46
Quesada Pacheco, Miguel Ángel. "Actitudes lingüísticas de los hispanohablantes hacia su propia lengua: nuevos alcances." Zeitschrift für romanische Philologie 135, no. 1 (March 4, 2019): 158–94. http://dx.doi.org/10.1515/zrp-2019-0004.
Full textAbstract:
Abstract Most research works on language attitudes, which have been done within the Hispanic world, deal with issues where Spanish is usually confronted with other languages (American Indian languages, Catalan, Valencian, Galician, Equatorial Guinean languages, English, etc.), or about attitudes in some Spanish-speaking countries with respect to other varieties of Spanish, both in the Americas and Spain. However, a global, comprehensive study, which would include all Spanish speaking countries, and which would assess their attitudes, beliefs and prejudices equally, was missing, so that it would have been possible to count for a thorough and at the same time comparative study about how Spanish speakers evaluate not only their own speech, but the speech of others around them. The present study describes in broad strokes the most recent research and their new contributions in the Spanish-speaking world.
47
Makowiecka, Katarzyna. "Disability or language barrier? Attitudes towards deafness among hearing parents of children with hearing impairment." Men Disability Society 47, no. 1 (March 30, 2020): 71–96. http://dx.doi.org/10.5604/01.3001.0014.0696.
Full textAbstract:
The aim of the following article was to investigate the attitudes towards different aspects of deafness among hearing parents of children with hearing impairment. It was hypothesized that the valence of the attitude correlates with various factors, for instance: parents’ level of education, child’s age and number of other people with hearing loss known by the parents. For the purpose of this research, a 32-item scale, based on the theory of dualistic models of attitudes was created. Positive attitudes were associated with preference for sociocultural perspective on deafness, including respect for child’s preferred communication method, acceptance for sign language, perceiving people with hearing loss as able-bodied. Contrarily, negative perspective was related to the medical perspective on deafness, which includes insisting on curing deafness and treating it as a disability which requires supportive solutions e.g. hearing aids or cochlear implants. Neither of the two models appeared dominant. Further analyses were addressed to explore parents’ knowledge and beliefs about hearing impairment.
48
Speaks, Jeff. "Explaining the Disquotational Principle." Canadian Journal of Philosophy 40, no. 2 (June 2010): 211–38. http://dx.doi.org/10.1353/cjp.2010.0004.
Full textAbstract:
Questions about the relative priorities of mind and language suffer from a double obscurity. First, it is often not clear which mental and linguistic facts are in question: we can ask about the relationship between any of the semantic or syntactic properties of public languages and the judgments, intentions, beliefs, or other propositional attitudes of speakers of those languages. Second, there is an obscurity about what ‘priority’ comes to here.
49
Nedashkivska, Alla. "Identity in Interaction: Language Practices and Attitudes of the Newest Ukrainian Diaspora in Canada." East/West: Journal of Ukrainian Studies 5, no. 2 (September 30, 2018): 111–47. http://dx.doi.org/10.21226/ewjus421.
Full textAbstract:
The present study focuses on processes and transformations in language practices and attitudes in the newest wave of the Ukrainian diaspora in Canada, notably following the 2014 Revolution of Dignity in Ukraine. Specifically, multilingual language practices in social media and in off-line environments (Ukrainian, Russian, English), participants’ beliefs about language(s), and participants’ views about the language question are analyzed. The analysis also relates the speakers’ practices and beliefs to issues of identity construction and negotiation that are observable in the context of this diasporic community.The socio-cultural approach to studying identity in interaction developed by Bucholtz and Hall is used as the premise for the main theoretical foundation of the study. In this framework, identity is defined as “the social positioning of self and other” and is best studied at an interactional level because it is in interaction that language resources gain social meaning.Basing the analysis on the “discourse-centered online ethnography” approach (Dailey-O’Cain), the data were collected from two sources: one social media communication network and in-person interviews with this network’s members. Therefore, the analysis combines a study of multilingual interaction in social media communication with an investigation of how participants report on their language practices overall, including their views about the language question. The domains of language and discourse about language constitute the organizational core of the analysis, as both contribute to the discussion of language attitudes and speakers’ shaping and reshaping of their identities. The domain of language incorporates a study of code-switching, including language choice and language practices of the participants, observed or reported. A discourse about language focuses on the importance of the language question to the participants, their positioning toward language(s), and/or language practices, as well as participants’ associations with and disassociations from particular languages, concepts, or entities. The discussion relates the functions of different languages in the studied community to larger questions of the diaspora studied. The prominence of “real” and “ideal” code-switching phenomena are highlighted. The code-switching, along with language choice and language practices, as well as discourse about language, are all shown to be resources employed by the speakers to position themselves in specific associations or disassociations. Overall, the study investigates the newest Ukrainian diasporic community, demonstrating how language practices in human interaction display and construct identity(ies) and signal participants’ negotiations of their own identities and those of others.
50
Gert, Joshua. "Mistaken Expressions." Canadian Journal of Philosophy 36, no. 4 (December 2006): 459–79. http://dx.doi.org/10.1353/cjp.2007.0002.
Full textAbstract:
It is a suggestive feature of English and other languages that an indicative sentence such as ‘Premarital sex is wrong’ can be described not only as an expression of the belief that premarital sex is wrong, but also as an expression of disapproval of premarital sex. Disapproval is plausibly regarded as an attitude that is distinct from belief, in that it does not have truth conditions. What sort of attitude, then, should we take ‘Premarital sex is wrong’ to express: disapproval, belief, or perhaps both? One group of contemporary philosophers advocates the first Option. They hold that evaluative claims serve essentially to express positive and negative attitudes that are more like desires than beliefs, and that cannot be said to be true or false — at least in the robust way in which claims about the ages of trees (for example) can be true or false. Call these philosophers ‘expressivists.’ Seemingly opposed to expressivists are those who hold that evaluative claims express beliefs, and can be true or false.