Student attitudes toward language, learning, and language learning

Abstract

The purpose of this study was to discover student attitudes toward language, learning, and language learning. The subjects were 155 entering first year students, women and men aged 18–24, enrolled in a program leading to a B.A. in English at the University of Isfahan, Isfahan, Iran. A questionnaire of 50 statements concerning language, its nature and functions, and learning, particularly language learning, based on a five-point scale, was given by teachers in the classroom during 1974. A Pearson product-moment coefficient of correlation was computed. The matrix was factor analyzed by the principal axis method and then rotated to varimax criteria. Twelve factors were extracted. The attitudes of the students are pragmatic, informal, and somewhat unformed, but they demonstrate a sophistication developed by experienced language learners. These attitudes seem generally favorable to foreign language learning, with the exception of two factors. Students place a strong reliance on vocabulary memorizing as a way of learning to comprehend language. They also fail to grasp the importance of syntax in the comprehension of language, especially reading comprehension. The study suggests that students and teachers might well give some time to the consideration of concepts of language and language learning.