Abstract
Attitude is defined as a settled way of thinking or feeling about something. Allport (1954) defines attitude as a “learned disposition to think, feel and behave toward a person (or object) in a particular way.” Language is a system of conventional spoken, manual, or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves. The functions of language include communication, the expression of identity, play imaginative expression and emotional release. This paper is an attempt to identify the attitude towards learning languages among high school students. The investigator adopted the survey method to study the attitude towards learning languages among high school students. The study is based on primary data which was collected from 300 high school students in and around Thrissur district using simple random sampling technique. The findings reveal that there is a difference in the level of attitude towards learning languages among high school students.
Highlights
All students are entitled to an education in a positive environment
Totally 26.33% of high school students belong to low level of attitude towards learning languages, 45.66% of high school students belong to moderate level of attitude towards learning languages and 28% of high school students belong to high level of attitude towards learning languages
It is inferred that there is a difference in the level of attitude towards learning languages among high school students
Summary
All students are entitled to an education in a positive environment. Anxiety is a normal reaction to certain situations. A small level of anxiety is normal, but severe anxiety can be a serious problem. Academic anxiety can become more detrimental over time. As a student’s academic performance suffers, the anxiety level related to certain academic tasks increases (Huberty, 2012). Most teachers will have students with social anxiety and/or academic anxiety. Social anxiety can affect a student’s academic performance. If a student has social anxiety, the student might not be able to complete group tasks or might not feel comfortable asking for help in class. Teaching students self-regulation can reduce anxiety and increase academic performance (Ader & Erktin, 2010)
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