Abstract
This study was an endeavor to investigate effects of attitude towards language learning and risk-taking on EFL students' proficiency. To achieve the objectives of the study, three data gathering instruments were used: Attitude towards Language Learning Scale, Venturesomeness Subscale of Eysenck IVE Questionnaire, and Oxford Quick Placement Test (2005). The participants were 120 female and male college students majoring in English Translation at Marvdasht University. The results showed that the relationship between proficiency level –high, middle, and low –and attitude towards language learning was not significant and the middle proficient participants were higher risk-takers. The results demonstrated differences in risk-taking between high and intermediate levels. Moreover, there was no significant difference between high and low groups and low and middle groups. Correlational analysis revealed a significant positive relationship between attitude towards language learning and risk-taking (r=.20, p< 0.05). Besides, language proficiency and attitude towards language learning did not have a significant correlation (r= .06, p> 0.05).
Highlights
The wide-spread use of English as an international language makes it highly important even in foreign language contexts
The results revealed that the relationship between Iranian EFL learners' attitude towards language learning and language proficiency was not significant
This result is in contrast with the reports given by Oller, Hudson and Liu (1977) who studied the relations between various measures of attitudes toward self, the native language group, the target language group, reasons for learning English as a second language, reasons for traveling to the U.S and attained proficiency in ESL
Summary
The wide-spread use of English as an international language makes it highly important even in foreign language contexts. Oxford (1996) asserts that the affective side of the learners is the most influential aspect in language learning success or failure. Based on the works of some researchers including Dornyei (1990), Ehrman (1996), Gardner (1980), Maclntyre and Charos (1996), seven areas have been defined for affective factors encompassing acculturation, ego, personality, emotion, beliefs, attitude, and motivation. Among these variables, risk-taking as a personality trait and attitude are studied in this research
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