SOCIETAL INFLUENCE ON STUDENTS ATTITUDE TOWARDS THE LEARNING OF FRENCH LANGUAGE IN SELECTED SECONDARY SCHOOL (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In second language acquisition research, the extent to know how much learners’ attitudes towards learning a second language affects their overall ability to learn that second language has been a soaring debate for nearly half a century. In particular, motivation has been labeled as a key factor for success in language acquisition, those with a high level of motivation will be more successful, and those who show negative attitude will be less successful.
Robert Gardner and Wallace Lambert (1972) devised a two part analysis of Motivation relates to learners who have a personal desire to learn about French language and its speaker and to enriched by the culture.
In my research, I have asked myself the question “can someone truly learn a language if they do not like the group who speaks the language?” Considering the pedagogical implications of this reflection, is it possible to change a learner’s opinion of the target language culture, and if so, will success in acquisition rise?
Perhaps a pre-requisite to the previous question should be: Is it possible to change a learner’s attitude about the language they are learning simply by changing their opinion of the target language culture? If this were correct, then an emphasis on culture in the foreign or second language classroom would be an integral factor in language success. A key factor in understanding how the society can influence students attitude towards the learning of French language and how motivation comes into play concerning French as a second language acquisition.
Gardner’s socio-education Model identified four foundational features that predominantly have influenced students’ attitude towards the learning of French language: social or cultural setting, individual learner differences, Educational environment and context. Further, he dissects individual learner differences into four separate categories: Intelligence, language aptitude motivation and anxiety.
Crooks and Schmidt (1991) were critical in the implementation of this Model, emphasizing the importance of positive attitude towards the target culture and desire to integrate into the target French language community on the learner’s overall personal goal. Those who have developed their Models of attitude in second language learning include Dornyei (2001) who developed the process Model approach, finding that learners transition through a three-part phase of choice.
The first phase is choice-motivation which refers to getting started and setting goals. The second phase executive and is about carrying out the necessary task. The third phase is about students appraisal and reaction to their performance either from their parents, teachers or peer group.
