What kind of foreign language leads to a positive learner’s attitude?
Upon completing the course, students are expected to understand language attitudes in Sociolinguistics, attitudes toward local, national, and foreign languages, and the implication of language attitudes in EFL Teaching. Therefore, you will need to read your BMP Module-3, Materi Inisiasi 3, and some additional materials provided before you answer the questions.
Discuss the following questions:
What kind of foreign language leads to a
positive learner’s attitude?
Why do they have such a positive attitude
toward this kind of language?
This is an individual task. Please complete
the discussion task on time. You are also expected to respond to your
colleagues’ answers.
Asnwer:
What kind of foreign language leads to a
positive learner’s attitude?
Jufrizal & Refnaldi (2017) a foreign language is defined as a
language that is not the native language of the speaker or learner and is
typically associated with a different culture or country.
In terms of what kind of foreign language leads to a positive learner's
attitude, Jufrizal and Refnaldi (2017) suggest that people in many countries have positive
attitudes toward English, although it is just a foreign language, because I)
English is one of the international languages; 2) English is a language that has
been standardized in many linguistic aspects; 3) English has spread over the
world as a consequence of colonization and international trading; 4) English
has political and economic power, particularly after 2nd war world.
Gardner (1985) in his book “Social Psychology and second language
learning: The Role of attitudes and motivation” suggests that a positive
attitude towards the culture and people associated with the language being
learned can lead to a more positive learner's attitude. Additionally, he argues
that learners who have a positive attitude towards the language learning
process and who are motivated to learn the language tend to have a more
positive attitude towards foreign language learning overall. Furthermore,
Gardner (1985) asserts that the attitudes and motivations of the learner are
closely linked to the social and cultural context in which the language is
being learned. Learners who have positive interactions with native speakers of
the language and who feel integrated into the culture associated with the
language are more likely to have a positive attitude toward language learning. In
conclusion, Gardner suggests that a positive learner's attitude towards foreign
language learning is influenced by the learner's attitudes towards the culture
and people associated with the language, as well as their motivation to learn
the language and the social and cultural context in which the language is being
learned.
Dornyei (1998) suggests that a foreign language
that a learner perceives as useful or relevant is the type that leads to a
positive attitude. The perception of usefulness or relevance is influenced by
the learner's personal goals, interests, and values. Additionally, according to
Dornyei (1998), the learner's attitude towards the target language is affected
by their attitude towards the culture and people associated with the language.
Learners who hold a favorable attitude towards the culture and people of the
target language tend to develop a positive attitude toward foreign language
learning. Dornyei (1998) also argues that teachers' enthusiasm and teaching
style can influence a learner's attitude toward a foreign language. Teachers
who use communicative and interactive teaching methods and who show enthusiasm
for the language and culture can create a positive learning atmosphere and
foster a more positive learner attitude. In conclusion, the foreign language
that learners perceive as useful or relevant is linked to a favorable attitude
towards the culture and people of the target language and is taught by
enthusiastic teachers using communicative and interactive methods, leading to a
more positive attitude towards foreign language learning.
Why do they have such a positive attitude
toward this kind of language?
Jufrizal and Refnaldi (2017) identified several factors that can lead to
a favorable outlook toward acquiring a foreign language. These include the
language's global status as an international means of communication, its
standardized grammar, and its usefulness in education on a global level. In
addition, its relevance to technological information, widespread use in various
aspects of life, and diverse vocabulary and pronunciation are also significant
contributors to a positive attitude toward learning a foreign language.
(Dornyei, 1998) suggests that interest in the culture is associated with
the language: If a learner has a strong interest in the culture, history, or
people of the country where the language is spoken, they may be more motivated
to learn the language. This interest can be sparked by personal experiences,
such as travel, or by exposure to media such as music, movies, or literature
from that country. Having an interest in the culture associated with the
language can make the learning experience more enjoyable and meaningful for the
learner, leading to a more positive attitude toward the language.
Next, according to Gardner (1985), perceived usefulness of the language:
If a learner believes that knowing the language will help them achieve their
personal or professional goals, they may be more motivated to learn it. For
example, a student who wants to study abroad in a particular country may be
more motivated to learn the language spoken in that country. Similarly, a
businessperson who wants to work with clients in a particular country may be
more motivated to learn the language spoken in that country. When learners
believe that knowing the language will help them achieve their goals, they are
more likely to see the value in learning it and have a more positive attitude
toward it.
Finally, according to Richards and Rodgers
(2014), factors that can contribute to a positive attitude toward learning a
foreign language is effective teaching methods: The teaching methods used to
teach the language can also impact a learner's attitude. If the teaching
methods are engaging, interactive, and effective, the learner may be more
motivated and have a more positive attitude toward learning the language. For
example, learners may find it more enjoyable to learn through interactive
activities such as games or group discussions, rather than simply memorizing
vocabulary lists. Similarly, if learners are given opportunities to practice
using the language in authentic contexts, such as through role-playing or
real-life scenarios, they may be more motivated to learn and feel more
confident in their abilities.
References:
Dörnyei,
Z. 1998. Motivation in second and foreign language learning. Language
teaching, 31(3), 117-135.
Gardner, R. C. 1985. Social psychology and
second language learning: The role of attitudes and motivation. Edward Arnold.
Jufrizal
and Refnaldi. 2017. Buku
Materi Pokok MPBI5302/3SKS/Modul 1-9: Sociolinguistics and Language Teaching.
Tangerang Selatan, Banten: Universitas Terbuka.
Richards, J. C.,
& Rodgers, T. S. 2014. Approaches and methods in language teaching (3rd
ed.). Cambridge University Press.