Статті в журналах: "Foreign Attitudes"

1

Milosevic, Ivana. "Studentsʼ Attitudes Towards Foreign Language Learning". Филолог – часопис за језик књижевност и културу 22, № 22 (30 грудня 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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Răileanu Szeles, Monica. "Examining the foreign policy attitudes in Moldova." PLOS ONE 16, no. 1 (January 15, 2021): e0245322. http://dx.doi.org/10.1371/journal.pone.0245322.

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This paper aims to examine the correlates of foreign policy attitudes in Moldova by a multilevel analysis, and to also reveal some characteristics of the Moldova’s difficult geopolitical and economic context, such as the ethnical conflicts and poverty. A set of four foreign policy attitudes are explained upon individual- and regional level socio-economic and demographic correlates, of which poverty is the main focus, being represented here by several objective, subjective, uni- and multidimensional indicators. An indicator of deprivation is derived from a group of poverty indicators by the method Item Response Theory. Deprivation, subjective poverty, ethnicity and the Russian media influence are found to be associated with negative attitudes toward all foreign policies, while satisfaction with economic conditions in the country and a positive attitude toward refugees are both associated with positive attitudes toward all foreign policies.

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Zhu, Xiaodong, Chunling Yu, and Saiquan Hu. "Love for One's Country or Oneself: A Brand-choice Framework in Emerging Markets." Social Behavior and Personality: an international journal 44, no. 2 (March 23, 2016): 325–37. http://dx.doi.org/10.2224/sbp.2016.44.2.325.

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We utilized 185 Chinese survey responses to evaluate the effects of national brand consciousness (NBC) and self–brand connection (SBC) on Chinese consumer preferences. We used linear models, and our analyses established two key effects. First, NBC was positively related to Chinese consumers' attitudes toward national brands and negatively related to foreign brands. Second, SBC exerted a positive influence on Chinese consumers' attitudes toward both national and foreign brands. Whereas quality judgments moderated their attitude toward national brands, psychological distance between consumer and brand moderated their attitude toward foreign brands. The relationship between brand attitude and purchase intention was also positive. Finally, we have suggested branding strategies for both Chinese and foreign firms operating in the Chinese market.

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4

Koepke, Wulf, Edward Dudley, and Peter Heller. "American Attitudes toward Foreign Languages and Foreign Cultures." German Studies Review 8, no. 3 (October 1985): 584. http://dx.doi.org/10.2307/1429424.

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Jelen, Ted G. "Religion and Foreign Policy Attitudes." American Politics Quarterly 22, no. 3 (July 1994): 382–400. http://dx.doi.org/10.1177/1532673x9402200307.

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Kleinberg, Katja B., and Benjamin O. Fordham. "Trade and Foreign Policy Attitudes." Journal of Conflict Resolution 54, no. 5 (March 12, 2010): 687–714. http://dx.doi.org/10.1177/0022002710364128.

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Gómez Burgos, Eric, and Sandra Pérez Pérez. "Chilean 12th graders’ Attitudes towards English as a Foreign Language." Colombian Applied Linguistics Journal 17, no. 2 (October 23, 2015): 313. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a10.

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This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile. Attitude towards a language has been considered as an important factor that influences the process of learning a foreign language (Shams, 2008); for this reason, it is fundamental to identify students’ attitudes since positive attitudes towards English allow the students to have favourable orientation towards learning it (Karahan, 2007). Under this premise, this study corresponds to a case study that includes a quantitative method of data analysis. A survey of five dimensions was conducted amongst 154 students in order to measure their attitudes towards the target language. The results show that their attitudes towards English as a foreign language are favourable; however, the dimensions related to learning English, and English as a subject at school obtained unfavourable attitudes.

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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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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.

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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.

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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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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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Paukštė, Vaidotas, Mantas Normantas, and Lina Normantienė. "THE PECULIARITIES OF ATTITUDE FORMATION TO FOREIGN PRODUCTS." Business, Management and Education 8, no. 1 (December 20, 2010): 109–21. http://dx.doi.org/10.3846/bme.2010.08.

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Nowadays the attitude formation is one of the most popular topics in marketing literature. However, in the scientific literature there are many publications, which exclude different factors. Despite this fact, in scientific literature there are not a lot of publications about attitude formation to foreign products. In this publication scientific literature analysis of attitude, attitude formation and ethnocentrism is accomplished. This publication discloses the main attributes of attitude formation to foreign products. According to the results, the customers‘ experience has the biggest influence on attitudes to foreign products. Also, it was found, that other attitude formation factors have an influence on attitude, but the influence is small when customers are ethnocentric.

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13

Uehara, Wataru, and Nuttapol Assarut. "Foreign food consumption as an extraordinary experience." Tourism 68, no. 2 (June 8, 2020): 120–29. http://dx.doi.org/10.37741/t.68.2.1.

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The purpose of this research is to explore the perceived value of extraordinary experience and compare it with an ordinary one in the context of food consumption. We examine how Japanese and Thai people perceive local ordinary food and foreign extraordinary food. We used a perceived value scale and past experience for independent variables and customers’ general attitudes for dependent variable. We collect survey data in Japan and Thailand and conduct analyses by PLS-SEM. Five factors are extracted as elements of perceived value. The most influential factor of Japanese attitudes toward local food is conditional value, followed by emotional and epistemic value and menu variety. Conversely, value for money is the only factor that affects Thai customers’ attitudes. In the case of foreign food, Japanese respondents are most affected by emotional and epistemic value , followed by functional value (quality), and menu variety. Past experience has a significant negative effect on consumers’ attitude. For Thai respondents, emotional and epistemic value is the most influential factor, followed by functional value (value for money), and past experience. We found significant differences of perceived value of local food and foreign foods.

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14

Kartal, Erdogan. "Foreign Language Teacher Trainees' Reading Attitudes." Social Behavior and Personality: an international journal 39, no. 3 (April 30, 2011): 345–60. http://dx.doi.org/10.2224/sbp.2011.39.3.345.

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15

Isani, Mujtaba, and Daniel Silverman. "Foreign Policy Attitudes toward Islamic Actors." Political Research Quarterly 69, no. 3 (July 11, 2016): 571–82. http://dx.doi.org/10.1177/1065912916654988.

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16

Fite, David, Marc Genest, and Clyde Wilcox. "Gender Differences in Foreign Policy Attitudes." American Politics Quarterly 18, no. 4 (October 1990): 492–513. http://dx.doi.org/10.1177/1532673x9001800406.

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17

Jones, Jane. "Attitudes to modern foreign language learning." Educational Review 63, no. 3 (August 2011): 384–85. http://dx.doi.org/10.1080/00131911.2011.596015.

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18

BUSBY, JOSHUA W., and JONATHAN MONTEN. "Republican Elites and Foreign Policy Attitudes." Political Science Quarterly 127, no. 1 (March 2012): 105–42. http://dx.doi.org/10.1002/j.1538-165x.2012.tb00722.x.

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Tims, Albert R., and M. Mark Miller. "Determinants of attitudes toward foreign countries." International Journal of Intercultural Relations 10, no. 4 (January 1986): 471–84. http://dx.doi.org/10.1016/0147-1767(86)90046-5.

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20

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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Liang, Lemeng, Yongai Jin, Jie Zhou, and Yu Xie. "Stereotype contents, emotions, and public attitudes: How do Chinese people stereotype nations and national groups?" Chinese Journal of Sociology 8, no. 1 (January 2022): 52–78. http://dx.doi.org/10.1177/2057150x211072961.

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Previous studies have provided various explanations for people's attitudes toward foreign countries, but we still know very little about causal mechanisms of attitude formation. In this study, we propose that stereotypes play an important role in affecting individuals’ attitudes toward foreign countries. Drawing on survey data collected in 2019 and 2020 in China, we apply the stereotype content model to analyze Chinese people's attitudes toward five countries: the United States, Japan, India, Tanzania, and China itself. Our analyses show that: (a) Chinese respondents stereotype the five countries differently along two dimensions—warmth and competence—with the extremely high evaluations of China itself, indicating in-group favoritism; (b) warmth–competence combinations are closely linked with four emotions—admiration, envy, pity, and contempt—but are also affected by historical and cultural contexts; (c) stereotype contents can predict favorable attitudes toward foreign countries, with warmth stereotypes being more predictive than competence stereotypes; emotions can also predict favorability; and (d) stereotypes of countries are similar to stereotypes of persons from those countries, as is the case for emotions and attitudes.

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Rathbun, Brian C., Joshua D. Kertzer, Jason Reifler, Paul Goren, and Thomas J. Scotto. "Taking Foreign Policy Personally: Personal Values and Foreign Policy Attitudes." International Studies Quarterly 60, no. 1 (February 18, 2016): 124–37. http://dx.doi.org/10.1093/isq/sqv012.

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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.

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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.

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Gómez Burgos, Eric, and Soledad Sandoval Molina. "University Students’ Attitudes Towards EFL: A Case From the South of Chile." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 43–56. http://dx.doi.org/10.15446/profile.v22n1.75401.

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Attitude towards English as a foreign language is a new field of study in tertiary education in Latin-American countries, especially in Chile. However, its importance in the process of learning a language has been reported upon around the world. The aim of the current study was to identify the attitudes towards English as a foreign language of 131 university students from different educational institutions in Chile; the students’ programs included English courses as part of their study plan. The three components of attitude were analyzed by means of the participants’ replies to the statements of a questionnaire. Results gave evidence that university students hold a positive attitude towards English as a foreign language; nonetheless, the behavioral aspect of attitude obtained the lowest average of agreement among the respondents.

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ROSS, NIGEL J. "Academies and attitudes." English Today 20, no. 3 (July 2004): 23–28. http://dx.doi.org/10.1017/s0266078404003049.

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The lack of an official (British or American) language academy is regularly compared to the situation in France with its time-honoured Académie Française. All too often, however, a passing imprecise reference is made to the French Academy; all too often it is lumped together with other academies; and all too often the true nature of the work of such academies is ignored. This paper takes a closer look at some of the foreign academies, considers why there is no academy in Britain or America, discusses the only existing official academy of English (based in South Africa), and considers foreign academies' attitudes to English.

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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.

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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.

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Mohammad Shah, Khairul Anuar, and Harmimi Harun Bahari. "Consumer Racism in the Context of Foreign Product Purchase: A Conceptual Framework." Advanced Science Letters 21, no. 4 (April 1, 2015): 957–60. http://dx.doi.org/10.1166/asl.2015.5949.

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With the growth of international trade and business, various ranges of products from different national origins are now available in many countries throughout the world. This has resulted in greater interest in examining consumer attitudes towards products of different national origins. There are so many factors that can influence the attitude of local consumer towards the purchase of foreign made products. For example, the source of negative attitude can be witness in the model developed by Klein, Ettenson and Morris. In their model, two sources of negative attitudes towards foreign made products were included, i.e., consumer animosity and consumer ethnocentrism. The current study attempts to conceptualize the construct of consumer racism into the consumer purchase behavior towards the foreign made products. This study proposes a framework related to the negative attitude on foreign products purchase by integrating the construct of consumer racism based on previous literatures and the underlying theory. Independent variable will be consumer racism, product judgments will be employed as mediating variable, and willingness to buy as the dependent variable. In this study, 5 hypotheses will be proposed based on the conceptual framework outlined.

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Peköz, Çağrı, and Ayşe Işık Gürşimşek. "Multicultural attitudes and cultural intelligence of preschool teachers." Journal for Multicultural Education 35, no. 2 (February 10, 2020): 45–60. http://dx.doi.org/10.1108/jme-05-2019-0043.

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Purpose The purpose of this paper is to investigate the preschool teachers’ cultural intelligence, their attitudes towards multicultural education and the correlation between these two variables. Design/methodology/approach The sample consisted of 203 preschool teachers working in preschool classes within primary schools administrated by the Ministry of Education in Turkish Republic of Northern Cyprus (TRNC). Data were collected from the teachers by cultural intelligence scale (CQS), teacher multicultural attitude survey (TMAS) and demographic information form. Findings The analysis revealed that cultural intelligence and attitudes towards multicultural education did not differ according to teaching experience in a foreign country. Significant differences were found in metacognition, motivation and behaviour sub-dimension scores, cultural intelligence total scores and multicultural education attitude scores because of having a friend in foreign country, cognition sub-dimension scores because of having a non-Turkish-speaking student (NTSS) in class and cultural intelligence total scores because of knowing a foreign language. Significant relation was found between cultural intelligence scores and multicultural education attitude scores of the participants. Originality/value Despite the increasing cultural diversity in the country, there are no official regulations or efforts to establish arrangements for multicultural education in TRNC. Thus, this research is valuable for clarifying the situation in TRNC, determining the requirements and providing insights for future scientific work and implications.

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Shah, Khairul Anuar Mohammad, Hazril Izwar Ibrahim, and Nurliyana Maludin. "The Effects of Attitudes on Foreign Product Judgment among Malaysian Consumer." International Academic Journal of Business Management 05, no. 02 (December 12, 2018): 183–90. http://dx.doi.org/10.9756/iajbm/v5i2/1810032.

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30

Boylu, Emrah. "Turkish as a Foreign Language Teachers’ Attitudes Towards Assessment and Evaluation." International Journal of Education and Literacy Studies 9, no. 1 (January 31, 2021): 72. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.72.

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The aim of this research is to determine teachers’ attitude levels towards assessment and evaluation who teach Turkish as a foreign language and to examine them in terms of various variables. Survey method, one of the quantitative research methods, was used in the research. Teachers (n=233) who teach Turkish in various institutions participated in the research. “Personal Information Form” prepared by researchers and “Assessment and Evaluation Attitude Scale for Teachers” developed by Tezci (2019) were used as data collection tools in the research. As a result of the research, it was determined that on average the Turkish teachers’ attitude scores towards assessment and evaluation is at a “high” level with 4.11. In addition, a significant difference was found between the Turkish teachers’ attitudes towards assessment and evaluation and the variables such as professional experience, receiving training for assessment and evaluation in language teaching, analising of prepared exams in terms of assessment and evaluation and evaluation and perceiving themselves as literate in assessment and evaluation. No significant difference was found between the attitudes of those who teach Turkish towards assessment in terms of the faculty they graduated from, the institutions where they were employed, regular exam preparation status, the hardest skill to assess, and the hardest skill to evaluate. Although attitudes of teachers towards assessment and evaluation are found at a “high” level in the research, taking into consideration the fact that there are many deficiencies in terms of assessment and evaluation in teaching Turkish as a foreign language and 46% of the teachers in this study consider themselves moderately literate in terms of assessment and evaluation, suggestions were made that it is necessary to work on what other factors affect teachers’ assessment and evaluation literacy

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Özdere, Mustafa. "Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 587–606. http://dx.doi.org/10.14527/pegegog.2015.032.

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Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.

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Ponyavina, M. B., S. V. Rastorguev, P. S. Seleznev, A. A. Suchilina, and A. B. Shatilov. "Monitoring the Social Attitudes of Foreign Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (September 8, 2021): 80–92. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-80-92.

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It is necessary to monitor the social attitudes of foreign students in order to involve foreign applicants in a favorable to Russia discourse, applying the concept of “soft power”. Applicants’ social attitudes have a direct impact on the choice of the country of study and on the effectiveness of social, cultural, pedagogical adaptation of foreign students. The socio-cultural characteristics of foreign students were studied using focus groups, expert polls, and narrative interviews. The classification of foreign students according to cultural profiles has been made. Attitudes of students from different cultural profiles were monitored according to the questionnaires developed by the authors. Based on the scaling techniques of E. Bogardus, C. Osgood, L. Thurstone, L. Guttman, R. Likert, an integral index was calculated for each cultural profile. Methods for monitoring the social attitudes of foreign applicants make it possible to identify the specifics and dynamics of the attitudes of cultural profiles. Positive attitudes towards Russia contribute to the export of Russian educational services and attractiveness of the Russian cultural space and the educational system.

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Chong, Rachael Hui-Hui, and Ying-Ying Tan. "Attitudes toward accents of Mandarin in Singapore." Chinese Language and Discourse 4, no. 1 (August 2, 2013): 120–40. http://dx.doi.org/10.1075/cld.4.1.04cho.

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Like many other countries, Singapore has seen some public tension fermenting over what is sometimes perceived as the government’s generous open-door immigration policy. Some Singaporeans appear to have taken to regarding themselves as rightful “natives” by distinguishing between local and foreign accents (see Jacobs 2012; Oon 2012). With a sizeable number of foreigners hailing from China, do Singaporeans have negative attitudes toward non-local Chinese accents because of these ‘anti-foreigner’ sentiments? This paper examines the language attitudes of Chinese Singaporeans towards speakers of Mandarin from three locales: Beijing, Taiwan and Singapore. It describes an attitudinal test using the verbal guise technique, comparing the attitudes of 100 Singaporean Chinese youths toward the Beijing, Taiwanese and Singaporean accents of Mandarin along the dimensions of prestige and solidarity. This study shows that there are distinct differences in the ways in which the three accents are perceived by Singaporeans. However, contrary to expectations, the foreign accents are not discriminated against, but are in fact ranked more favourably as compared to the local accent. Ultimately, functionality and economic goals of advancement seem to override other socio-cultural aims of the nation as Singaporeans focus on the prestige that the foreign Chinese accents can bring them.

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Singer, David A., and Kai Quek. "Public Attitudes toward Internal and Foreign Migration." Public Opinion Quarterly 86, no. 1 (January 8, 2022): 82–106. http://dx.doi.org/10.1093/poq/nfab065.

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Abstract We explore attitudes toward internal and foreign migration in China using an original survey experiment. If labor-market competition drives attitudes, then residents will be opposed to migrants with comparable skill levels, regardless of migrant origin. If residents fear a dilution of national identity, then they will be more opposed to foreign than internal migration. We conduct a national survey in Mainland China, where we randomly assign respondents to answer questions about migrants with different skill levels and from either foreign countries or other provinces in China. We find that attitudes cleave over skill level, but the foreign-internal dimension is, on its own, not a salient cleavage in preferences. However, when considering high-skilled migrants, respondents are more supportive of foreign than internal migration; when considering low-skilled migrants, they are more opposed to foreign than internal migration. The results cast doubt on material explanations for attitudes toward migration and suggest a reevaluation of cultural threat arguments that privilege national borders.

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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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Weinberg, Elliot H. "US attitudes toward foreign science and technology." Science and Public Policy 16, no. 1 (February 1989): 2–8. http://dx.doi.org/10.1093/spp/16.1.2.

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Javalgi, Rajshekhar G., Duane Kujawa, Frances E. Vernon, and Ivan R. Vernon. "Union Attitudes Toward Japanese Foreign Direct Investment:." Journal of Global Marketing 6, no. 4 (August 12, 1993): 33–52. http://dx.doi.org/10.1300/j042v06n04_03.

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Togeby, Lise. "The Gender Gap in Foreign Policy Attitudes." Journal of Peace Research 31, no. 4 (November 1994): 375–92. http://dx.doi.org/10.1177/0022343394031004002.

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Hinckley, Ronald H. "Public Attitudes toward Key Foreign Policy Events." Journal of Conflict Resolution 32, no. 2 (June 1988): 295–318. http://dx.doi.org/10.1177/0022002788032002003.

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Andersen, Torben, and Steen Scheuer. "Attitudes toward foreign assignments among Danish economists." Thunderbird International Business Review 46, no. 6 (November 2004): 725–41. http://dx.doi.org/10.1002/tie.20033.

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Pantos, Andrew J. "Defining the cognitive mechanisms underlying reactions to foreign accented speech." Review of Cognitive Linguistics 10, no. 2 (December 7, 2012): 427–53. http://dx.doi.org/10.1075/rcl.10.2.08pan.

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With the notable exception of the application of the metonymy model to explain stereotyping (Kristiansen, 2001), sociolinguistic language attitudes research has typically focused exclusively on explicit attitudes toward foreign accents without providing a cognitive model to explain how such attitudes are formed. At the same time, researchers in other fields have proposed the use of specific cognitive processing models such as the Elaboration Likelihood Model (Petty & Cacioppo, 1986) to explain the cognitive processes underlying reactions to foreign-accented speakers, without isolating foreign accent as an independent variable and without considering that listeners may possess different explicit and implicit attitudes towards the same speaker (e.g., Frumkin, 2007). Focusing on instances where participants exhibit different explicit attitudes toward the same foreign-accented speaker for different speaker traits (e.g., likeability versus knowledge), the present study seeks to provide a deeper understanding of the nature of reactions to foreign accented speech by testing at which point negative attitudes toward foreign accents are formed and changed. Specifically, this research asks whether interlocutors have uniformly negative immediate associative reactions to foreign accent that are subsequently mitigated for certain judgments by propositional processes to form differing explicit attitudes, or whether the immediate reactions are ambivalent, but subsequently become negative for certain judgments through propositional processes.

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Jeong, Howon, Sungho Cho, Minyoung Lee, and Endarman Sputra. "Race of Athlete-Spokesperson and Implicit and Explicit Responses to Advertising." Social Behavior and Personality: an international journal 42, no. 4 (May 15, 2014): 655–71. http://dx.doi.org/10.2224/sbp.2014.42.4.655.

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In this study we investigated racial vs. athletes from other countries, bias and differences in attitude of South Koreans toward advertisements featuring Korean vs. foreign athletes and White vs. Black athletes by implementing explicit and implicit measures. The results suggest that Koreans have: (a) implicit preferences for Korean athletes over foreign athletes, (b) implicit attitudes that are more favorable toward advertisements featuring Korean athletes than toward those featuring foreign athlete-spokespersons, (c) implicit preferences for White athletes over Black athletes, and (d) implicit attitudes that are more favorable toward advertisements featuring White athlete-spokespersons than toward those featuring Black athlete-spokespersons. The explicit measures revealed several contradictory results; therefore we have discussed implications for the discrepancy between implicit and explicit measurement methods and the usefulness of implicit measures in the context of racial bias research.

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Guo, Xiaoling, Martin Heinberg, and Shaoming Zou. "Enhancing Consumer Attitude Toward Culturally Mixed Symbolic Products from Foreign Global Brands in an Emerging-Market Setting: The Role of Cultural Respect." Journal of International Marketing 27, no. 3 (June 6, 2019): 79–97. http://dx.doi.org/10.1177/1069031x19843912.

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The extant literature has not examined the conditions that govern integrative and exclusionary reactions to cultural hybrid products with sufficient detail. Within an emerging-market setting, this study explores how culturally mixed symbolic products (CMSPs) from foreign global brands can avoid antagonistic consumer attitudes. Building on social categorization theory, the authors argue that foreign global brands are viewed as belonging to an out-group and may thus encounter difficulties in tapping local cultural capital, resulting in a negative relationship between brand globalness and consumer attitude toward CMSPs. However, they contend that product category moderates this relationship such that there is a stronger negative effect for nonfood products than for food products. Moreover, the authors theorize that (1) cultural respect by foreign global companies directly enhances consumer attitudes toward CMSPs and (2) cultural respect attenuates the negative brand globalness–CMSP attitude link. These hypotheses are tested using a representative consumer sample from eight provinces/municipalities in China (n = 646). Results provide important implications for global companies on how to benefit from local cultural resources in their localization processes.

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Erokhina, E. A., and E. V. Filippova. "Body image and attitude to one's body in adolescent: family and sociocultural factors (based on foreign researches)." Современная зарубежная психология 8, no. 4 (2019): 57–68. http://dx.doi.org/10.17759/jmfp.2019080406.

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The article provides an overview of foreign studies published between 2014 and 2019 on the problem of body image and attitudes of adolescents to their bodies. The influence of social environment, social networks and family on the formation of body image and satisfaction with it is analyzed. The emphasis is on the studies that consider child-parent relations, parents' attitudes and behaviors towards adolescents, their own attitudes towards their parents and their own attitudes to their own bodies as the main factors convey their behaviors to children. It is shown that the attitude to the body can be a predictor of eating disorders, overweight, depressive symptoms, dysmorphia. The analysis of the presented studies leads to understanding of the necessity in awareness-raising work with the sociocultural and family environment of adolescents, primarily with their parents

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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).

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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).

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Abbas, Randa Khair, and Vered Vaknin-Nusbaum. "Motivation and attitudes of Israeli Druze schoolchildren toward L2 Hebrew compared to Modern Standard Arabic." Pragmatics and Society 12, no. 4 (October 29, 2021): 591–611. http://dx.doi.org/10.1075/ps.18056.abb.

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Abstract The present study examines the extent to which sociohistorical and political contexts influence the language attitudes of Israeli-Druze students to Hebrew as L2 and to Modern Standard Arabic (MSA) in Arabic-speaking schools. It is a pioneer explorative research study that compares students’ attitudes toward diglossia and L2. Using the Foreign Languages Attitudes and Goals Survey (FLAGS), the attitudes of second, fifth, and ninth graders in two different Druze schools were assessed. The results indicate a positive attitude towards L2 Hebrew, not only for instrumental purposes but also for integration into Israel’s multicultural society. The positive attitude to L2 Hebrew is greater in older students, while the attitude to MSA becomes more negative among older students. Their low motivation to learn cultural heritage MSA may contribute to an understanding of how to teach it better or differently, as well as how to encourage future generations to learn it.

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Bozsó, Réka, and Judit Nagy. "A Study of Parental Attitudes to Teacher Pronunciation in Very Early English." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 21–39. http://dx.doi.org/10.2478/ausp-2018-0011.

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AbstractTeaching English as a foreign language at an early (7–12) and even at a very early (under 7) age is becoming more and more popular and accessible, mainly due to the pressure from parents. Parents are essential stakeholders in the TEFL of these ages, and thus it is beneficial for the future of TEFL to do research into parental attitudes in order to be able to assure that expectations and outcomes meet. Our study examines parental attitudes towards the teacher and the ideal age to start learning a foreign language. Fifty Hungarian parents of children aged 0–7 completed our online questionnaire, which mapped the demographics and linguistic profiles of respondents and their views and attitudes related to language learning. Furthermore, attitudes towards teachers’ pronunciation (American, British, or Hungarian) were measured on a 5-point Likert-scale. The 8-item attitude scale showed good reliability (N = 50, Cronbach α = 0.772, p < 0.001). Parents generally placed high emphasis on native-like pronunciation. However, accent-related attitudes varied among parents preferring different ages to start FL learning. Parents favouring an early start preferred native-speaking teachers, with no preference for a British or American accent.

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Lee, Byung Jong. "A Comparative Study on the Attitudes of Foreign Correspondents in Korea: Focusing on Their Views on North Korea." International Area Review 12, no. 2 (September 2009): 85–110. http://dx.doi.org/10.1177/223386590901200205.

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Because newspaper readers or television viewers cannot directly experience or witness events that are happening in foreign countries, they have to rely heavily on foreign correspondents for their perspectives on the world. But the views of foreign correspondents can never be fully objective. Their views are often shaped by the government policies of the countries their companies belong to. Also, their attitudes are affected by the editorial policies of the companies they work for. Particularly for such controversial issues as North Korea, foreign correspondents' viewpoints are highly influenced by their government and company policies. The question is how foreign correspondents react when their government foreign policy is different from their company editorial policy. To examine the impact of government and company policies on the attitudes of foreign correspondents, this paper interviewed eight foreign correspondents covering North Korea. The results show government foreign policy and company editorial policy strongly influence the foreign correspondents' attitudes toward the North.

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Farmati, Chaimae, Mohamed Yeou, and Bouchaib Benzehaf. "ESP Instruction in Morocco: A Study of University Students’ Attitudes and Perceptions." Journal of English Language Teaching and Linguistics 7, no. 3 (December 29, 2022): 613. http://dx.doi.org/10.21462/jeltl.v7i3.979.

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Language attitude is one of the key factors in foreign language development. In this regard, a plethora of studies has recently provided evidence suggesting that Moroccan students adopt positive attitudes towards learning English as a foreign language for general purposes. These studies focused on students belonging to different streams of study and from different educational levels. However, very few studies have attempted to explore university students’ attitudes toward learning English for specific purposes. Therefore, the present article tries to understand better the status of English for specific purposes in Morocco from different perspectives. It investigates the Moroccan ESP university students’ attitudes toward learning English and attempts to explain the motives behind these attitudes. To meet this end, 125 respondents belonging to various disciplines and from four different Moroccan higher educational institutions completed a survey about the use of English inside and outside school, the importance of this language, and whether these attitudes are driven by instrumental or integrative reasons. Findings revealed that Moroccan ESP university students have positive attitudes towards learning English for specific purposes and want to use it for both instrumental and integrative reasons. In light of these findings, a number of implications are offered.

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