An exploration into L2 attitudes

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).