Article metrics

  • citations in SCindeks: [1]
  • citations in CrossRef:[1]
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:21
  • full-text downloads in 30 days:2
article: 1 from 1  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2015, vol. 28, iss. 1, pp. 140-148
article language: Serbian
document type: Materials
published on: 29/07/2015
doi: 10.5937/inovacije1501140G
An exploration into L2 attitudes
Druga kragujevačka gimnazija, Kragujevac

e-mail: bram.english@yahoo.co.uk

Abstract

The main aim of the paper is to point to the problem of the conception of the attitude construct in SLA research to date. Researchers examine attitudes due to their predictive values, i.e. the fact that they predict behaviour, so it is necessary that the attitude construct should be clearly determined, both theoretically and operationally. Our analysis shows that the attitude construct has frequently been overly simplified in the SLA literature and reduced to one of its dimensions (e.g. affective or motivational). The results also underline that non-compliance with the basic principles of investigating attitudes (i.e. the principle of complexity, compatibility and relevance) may lead to various problems that bring into question the results of some studies in the field of SLA. It is concluded that a positive attitude is not necessarily a signal that the behaviour will be performed, which is consistent with the contemporary attitudinal theory and the theory of planned behaviour that this paper adopts, but rather that intentions to behave in a certain way are the key factor in performing the behaviour (herein: mastering an L2). Finally, teachers may indirectly influence their students' achievement by shaping their intentions. Shaping students' intentions is significant because both teachers and students can have a direct impact on them, unlike many other components which are beyond anyone's influence (e.g. intelligence, a type of personality, aptitude etc).

Keywords

References

Ajzen, I., Fishbein, M. (2005) The influence of attitudes on behavior. in: Albarracin D., B.T. Johnson, M.P. Zanna [ed.] The handbook of attitudes, Mahwah, NJ: Erlbaum, str. 173-221
Ajzen, I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. Englewood Cliffs: Prentice Hall
Bordens, K.S., Horowitz, I.A. (2008) Social psychology. St. Paul, MN: Freeload Press, 3rd edition
Breckler, S.J., Wiggins, E.C. (1989) On defining attitude and attitude theory: Once more with feeling. in: Pratkanis A.R., Breckler S.J., Greenwald A.G. [ed.] Attitudes structure and function, Hillsdale, NJ: Lawrence Erlbaum Associates, 407-428
Crites, S.L., Fabrigar, L.R., Petty, R.E. (1994) Measuring the Affective and Cognitive Properties of Attitudes: Conceptual and Methodological Issues. Personality and Social Psychology Bulletin, 20(6): 619-634
Deci, E.L., Ryan, R.M. (1985) Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing Co
Dörnyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. Modern Language Journal, 78(3): 273-284
Ellis, R. (1994) The study of second language acquisition. Oxford, itd: Oxford University Press / OUP
Fabrigar, L.R., Macdonald, T.K., Wegener, D.T. (2005) The structure of attitudes. in: Albarracin D., Johnson B.T., Zanna M.P. [ed.] The Handbook of Attitudes, Mahwah, NJ: Lawrence Erlbaum Associates, 79-124
Gardner, R.C. (1985) Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold
Grubor, J. (2012) Stavovi prema učenju engleskog kao stranog jezika i njihov uticaj na postignuće. Filološki fakultet, Univerzitet u Beogradu, Neobjavljena doktorska teza
Grubor, J., Hinić, D., Petrović-Desnica, J. (2011) How do EFL teachers feel about touching wood or knocking on wood?: Attitudes and choice of British/American English. in: Tomović N., Vujić J. [ed.] ELLSIIR Proceedings, Volume I, Belgrade: Faculty of Philology, 447-456
Grubor, J. (2011) Stav govornika srpskog jezika prema (neologizmima) anglicizmima u srpskom jeziku. Prilozi proučavanju jezika, br. 42, str. 65-79
Havelka, N., Kuzmanović, B., Popadić, D. (2008) Metode i tehnike socijalnopsiholoških istraživanja. Beograd: Centar za primenjenu psihologiju, Četvrto izdanje
Kennedy, E.H., Beckley, T.M., Mcfarlane, B.L., Nadeau, S. (2009) The environmental values/behaviour gap in Canada. Human Ecology Review, 16(2), 151-160
Krashen, S. (2002) Second language acquisition and second language learning. December 20, 2010, http://www.sdkrashen.com/SL_Acquisition_and_Learning/SL_Acquisition_and_Learning.pdf
LoCastro, V. (2001) Individual differences in second language acquisition: attitudes, learner subjectivity, and L2 pragmatic norms. System, 29(1): 69-89
Macintyre, P.D. (2002) Motivation, anxiety and emotion in second language acquisition. in: Robinson P. [ed.] Individual differences and instructed language learning, Amsterdam: John Benjamin’s, 45-68
Pennington, D.C. (1997) Socijalna psihologija. Jastrebarsko: Naklada Slap
Petty, R.E., Cacciopo, J.T. (1996) Attitudes and persuasion: Classic and contemporary approaches. Boulder, CO, itd: Westview Press
Preston, D.R. (2008) Language with an attitude. in: Chambers J.K., Trudgill P., Schilling-Estes N. [ed.] The Handbook of language variation and change, Malden, MA - Oxford - Carlton - Victoria: Blackwell Publishing, 40-66
Rot, N. (2003) Osnovi socijalne psihologije. Beograd: Zavod za udžbenike i nastavna sredstva
Thadphoothon, J. (2001) Attitudes and English achievement: A classroom research. Journal of NELTA, 6(1), 52-61
Zhang, W., Hu, G. (2008) Second Language Learners' Attitudes Towards English Varieties. Language Awareness, 17(4): 342