Positive Attitudes and Realistic Beliefs: Links to Proficiency

Mantle‐Bromley, Corinne

doi:10.1111/j.1540-4781.1995.tb01114.x

Cited by 146 publications

(107 citation statements)

References 26 publications

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Section: Introductionmentioning

confidence: 99%

“…Starks & Paltridge (1996: 218) believed that learning a language is closely related to the attitudes towards the languages. Mantle-Bromley (1995) argued that teachers need to acknowledge and respect students' attitudes, beliefs and expectations and help them overcome any harmful perceptions and blocks, as well as enhance students' awareness of their personal weaknesses and strengths and of their strategic knowledge).It has been identified that learner's attitudes toward a target language and its speakers as well as the use of that language play a central role in determining levels of success for the learning and acquision of that language. According to Skehan (1989), attitudes are one of the several components of affective variables of language learning.…”

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confidence: 99%

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Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch

Tanni

2015

WJE

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The aim of this study is to identify the attitudes toward English among AL-Quds Open University students in Tulkarm Branch, Palestine. To achieve this purpose, the researcher used a questionnaire composed of 30 items distributed to 70 male and 110 female students in four faculties: Education, Social Development, Administrative Sciences and Technology and Applied Sciences in AL-Quds Open University, Tulkarm Branch. These students are in different study levels (years). This study was conducted during the first semester of the academic year 2014-2015. The researcher used different statistical procedures which fit the collected data. The results of the study revealed that most of the students in AL-Quds Open University, Tulkarm Branch have positive attitudes towards English. Moreover, the attitude of females toward English is more positive than the attitude of males. There are significant differences in attitudes towards English among students due to academic level. There are no significant differences in attitudes toward English among students due to faculty. Based on the results, the researcher recommends the following: First, universities are requested to offer a reasonable number of English communication courses to give students a chance to practice and improve their language so as to make the language favorable for them and have a good attitude toward it. Second, teachers are required to encourage students to get engaged in co-curricular English activities in special meetings among themselves to use English in speaking and writing.Keywords: attitudes; foreign language; undergraduate students. IntroductionEnglish is an international and even it is the leading foreign language enjoying a prestigious position in many countries including Palestine. Donitsa-Schmidt et al. (2004) maintained that different aspects of language attitudes have also been studied such as the relation between attitudes and motivation. English in Palestine is taught as a foreign language and students are instrumentally motivated. Ardeo (2003) stated that learning a foreign language is a complex process which involves a large number of dependent and independent variables. Starks & Paltridge (1996: 218) believed that learning a language is closely related to the attitudes towards the languages. Mantle-Bromley (1995) argued that teachers need to acknowledge and respect students' attitudes, beliefs and expectations and help them overcome any harmful perceptions and blocks, as well as enhance students' awareness of their personal weaknesses and strengths and of their strategic knowledge).It has been identified that learner's attitudes toward a target language and its speakers as well as the use of that language play a central role in determining levels of success for the learning and acquision of that language. According to Skehan (1989), attitudes are one of the several components of affective variables of language learning. Wenden (1991) sees attitudes as including three components: First, attitudes tend to have a cognitive component....

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch

Tanni

2015

WJE

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“…These beliefs play a critical role in the learning process. There is general consensus that a positive attitude lays the foundation for learning, and vice versa (Mantle-Bromley, 1995;Kuhlemeier, Van Den Bergh, & Melse;1997;Bain et al, 2010). Motivated and de-motivated students hold varying perceptions about their teacher, class, and curriculum.…”

Section: Attitudementioning

confidence: 99%

Motivation and Attitude: Two Important Non-Intelligence Factors to Arouse Students’ Potentialities in Learning English

Liu¹

2014

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This paper discusses how to arouse students' potentialities in learning English by using two important non-intelligence factors: motivation and attitude. With the need to address the diversity of language learners in the contemporary ESL context, the value of non-intelligence factors cannot be underestimated. There are several non-intelligence factors that influence success or failure in English learning, but the two major ones include motivation and attitude. Motivation drives students towards a desired goal, while attitude shapes students' perceptions of the curriculum, peers, as well as the instructor. It is important for language educators to recognize the value of these factors if quality outcomes in terms of English learning are to be delivered.

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“…Likewise, Williams and Burden (1997) state "... learners bring many individual characteristics to the learning process which will affect both the way in which they learn and outcomes of that process". For that reason, as Mantle-Bromley (1995) mentions, if attitudes affect the endeavours of learners to learn another language, teachers of foreign languages should be knowledgeable about this concept, so that they can deal with issues regarding attitudinal handicaps in language classrooms. Furthermore, Chambers (1999:25) clarifies that "pupils do not come to the foreign languages classroom as tabulae rasae.…”

Section: Introduce the Problemmentioning

confidence: 99%

An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

Genç¹,

Aydin²

2017

ELT

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The purpose of this study is to investigate Turkish students' (n=462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants' instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners' attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

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Positive Attitudes and Realistic Beliefs: Links to Proficiency

Cited by 146 publications

References 26 publications

Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch

Attitudes toward English among AL-Quds Open University Students in Tulkarm Branch

Motivation and Attitude: Two Important Non-Intelligence Factors to Arouse Students’ Potentialities in Learning English

An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

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