PART B: THE STUDY Chapter one: LITERATURE REVIEW
1.4. The roles of attitude in language learning
First of all, it is essential to understand of what language leaning is. Davies and Pearse (2000) affirm that language learning is a long process of acquiring a language through exposure to the language and its use to communicate and many unavoidable mistakes can occur.
Learner’s attitudes in language learning play an important role. They are involved in the success which learners have in learning a language (Lightbown and Spada, 1993). Gardner (1985) points out three ways of classifying attitudes. The first one is attitudes that have a dimension of specificity or a dimension of generality. For instance, it seems to be specific to mention attitudes towards learning English; whereas, attitudes towards learning foreign languages has a general dimension. The second one is about attitudes’ relevance to second language achievement. In this case, there are attitudes which are more connected with the tasks of learning a second language than other attitudes. The last classification is based on educational attitudes or social attitudes. Attitudes towards the course, the teacher, and learning a language are typical examples of educational attitudes while social attitudes concentrate on the cultural implications of acquiring a second language. Besides, one of the reasons for the importance of attitudes presented by Baker (1992) is that attitudes towards a language seem to be momentous in the restoration, preservation, decay or death of the language. Therefore, it is reasonable
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to state that the role of attitudes towards a language or language learning is not minor.
According to Tsiplakides and Keramida (2010), students possessing positive attitudes towards language learning are less likely to suffer from the anxiety over language learning and more capable of taking part in learning tasks eagerly.
Ellis (1994) suggests that learner’s achievement and their attitudes have a relationship with each other in learning a language. Attitudes and learners’ second language competency influence mutually. If learners gain success, their attitudes towards learning a language will be positive, and the attitudes may be more negative if the success does not come. Rebecca L. Oxford (edited in Carter and Nunan, 2001:168) also affirms that the learners’ language learning can be reduced and harmed by negative attitudes, but it can be increased by positive ones.
Furthermore, Shimizu (cited in Lieb, 2009) believes that if students have negative attitudes towards their teachers, these students’ motivation in the classroom as well as their desire to go on learning the language will be impacted adversely. This proves that the role of attitudes is significant, and what’s more, it is essential to inspire or stimulate learners’ long language learning.
In brief, the position of attitudes is dominant in language learning. Language learning is facilitated by positive attitudes. For example, suppose that the learners hesitate to learn a language or they do not possess positive attitudes, any result may not be produced. Moreover, language learning is also influenced by learners’
attitudes and motivation. Their perceptions are related to their attitudes. A learner’s perceptions of the teacher, the class and his or her awareness of future needs impact his or her attitudes towards language learning, too. Therefore, not only are attitudes appreciated in language learning but also studying them a lot should be paid attention to, which is because the role of attitudes is essential, and it can create the learners’ success as well as the failure in their language learning.
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