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https://archive.org/details/Mclver1970

THE UNIVERSITY OF ALBERTA

STUDENT OPINIONS AND ATTITUDES IN SECOND

LANGUAGE LEARNING

BY

(Cc) ALLEN GORDON MCIVER

Rei io lS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

DEGREE OF MASTER OF EDUCATION DEPARTMENT OF SECONDARY EDUCATION

EDMONTON, ALBERTA

FALL, 1970

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THE UNIVERSITY OF ALBERTA FACULTY OF GRADUATE STUDIES

Themunders toned=centiry that they shave read, and recommend to the Faculty of Graduate Studies for accept- ance, a thesis entitled, "Student Opinions and Attitudes in Second Language Learning" submitted by Allen Gordon MeLvermine pagel leu oil menteote (he Trequixvements efor tne

degree of Master of Education.

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ABSTRACT

The purpose of this study was to obtain the reactions of junior high school students. toward a particular French course, and to assess their attitudes in regard to the French language and French-speaking people. It was assumed that such information from the students themselves. would provide a better understanding of some of. the problem areas which second language learners and their teachers face.

A questionnaire, developed for the purposes of this study, was administered to the Public School students of Moose Jaw, Saskatchewan who were following the French course, "Voix et Images de France". Students, who had studied French prior to Grade VII or who had not begun the French course in. question in the first year of junior high schooljaweremeli- minated from the study. The findings of this report were based on the responses of the remaining 917 students.

Since classes had been. divided into top, middle, and bottom thirds on the basis of French marks, comparisons of students' responses were possible by achievement level as well as grade level. These comparisons were in additwon to the overall reaction of the respondents for each item in the questionnaire.

The analysis of the data indicated that students generally held favorable attitudes toward the French language and French-speaking people, and that the French course was

considered to be a good one for people wishing to learn to

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1V speak French. First. year students of the course were more positive in nearly all of the areas .under examination than were students. in the second and third years. Like the Grade VII's, high achievers tended to be more sympathetic toward the language, and in certain areas somewhat more positive toward the course than were students who did not, perform as well.

Comprehendine the meaning of the Prench. sentences and a proper grasp of the grammar appeared to be two important areas of concern to many students. Considerable criticism was also leveled at the scarcity of time for Dracr icing srrencheconversation, in-class, the boredompresult- ing from the. repetition of the.sentences, the poor quality Gamithomtanes. and tne lack Ot provision OL a textbook CONntaininoewsthie 1 reneh-senvences and exercises. ~In-=almost, every case the strongest disapproval came from the Grade Lvs CUGENLCS .

Simple solutions to the problems encountered in this study will not be easily found. One great step forward would be the creation of more positive attitudes, and certain changes in the methodology of the course could possibly provide other improvements. However, it seems that: the most important: role’ in’ the process of acquiring a second language is played by the teacher. Skilled, efficient, and imaginative instructors. are able to bring about most effectively the positive opinions and attitudes which are so

necessary. in. this. field of study.

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ACKNOWLEDGEMENTS

The-writer wishes to express his gratitude and appreciation to all whose contributions made the completion of, this thesis possible. Above. all, ,honor and. thanks are given to God for health, strength, and guidance at all times during the study.

Gratitude is expressed to the advisor of this study, ° Dr. D. V. Parker,-for his: encouragement and invaluable suggestions throughout the compiling and writing of this thesis, ,and the helpful contributions: of.the committee members,:Dr. M. J. Monod, and.Professor W. D. Wilde.

Appreciation is also expressed to Dr. H. Kass and Mr. D. Precht for much needed, advice and assistance during the data analysis.

Thanks is extended to the Board and the Superintendent of the Moose Jaw Public School, Board of Education, Mr. R. Stephenson, for permission to conduct. the study, and,toe. ene teachers and students. of this school, system fox ther cooperation.

For the financial assistance of the Department of Secondary Education, the writer is indebted since it enabled him to undertake a master's program at. the University of Alberta.

Finally, to my wife and family go special thanks for

their patience, understanding, and support.

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TABLE~OF CONTENTS

CHAPTER fs THE PROBLEM Introduction. Statement.of the Problem. Significance of; the Study. Overview of the Study Ie. THEY REVIEW OR THE bi TERATURE Learning Theories and Methodology Related Studies Crasticisms byaAuthorities . : 5 Definitions of Teaching Methods Repetition and Habit Formation. . Inductive versus Deductive Learning The Use of English to Convey Meaning

Prior Presentation of Materials. in Spoken. Form, . : : : i ;

Motivation, -Interest, and.Attitudes Related. Studies Boredom in. the Classroom Concluding Statement. Weieiey THE. DESIGN OF: THE STUDY hire Instrument... .. : " : 5 ; Setting and Population Teachers and Their Classes

Gathering of the Data

PAGE

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15

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CHAPTER PAGE Treatment of the -Data F 4 : 32

LV". THE RESULTS AND DISCUSSION, : . ; : 34 Analysis of. the Questions : ; > ae

Analysis of.the Clustered Items . : oh

Analysis of Responses of Students Taught, by VIF-Trained Teachers Compared to Responses of Students eran by non-VIF- Trained Teachers . | 106

V: SUMMARY, CONCLUSIONS AND IMPLICATIONS,

RECOMMENDATIONS FOR FURTHER RESEARCH. XE Able Summary of the Findings . : didi, Attitude Toward French and French-

Speaking People . ee : ele Opinion of the VIF Course . : : 5 ks Comprehension of Meaning . 5 : , 120 Grammar : er , : ee deed. Repetition. : oe : 5 wees Reading and Writing ; : ° ee

Danes Provaedced tor Free CORDIC sicke U ake in Prench —. ; : 3 : : , eae Aspirations to Speak French ; : = 128 Teachers Sl raining. ° : . wo pice Conclusions: and Implications, : : Dn Ae ie Recommendations for Further Research. .. 126 _ BIBLIOGRAPHY ; : 5 : <i gis 5 , ale APPENDIX A:. Pilot Study Questionnaire : : ey Sale

APPENDIX B: . VIF Questionnaire. : : aa oboe

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Frequency and Percent of Response for Students Taught by VIF-Trained Teachers Compared to Students Taught, by Non-VIF- Trained Teachers to. Question 2

Frequency and Percent of Response for Students Taught. by VIF-Trained Teachers Compared to Students Taught by Non- VIF-Trained Teachers to Question 6

Frequency and Percent of Response: for Students Taught by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Trained Teachers to Question 8

Frequency and Percent of Response for Students Taught by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Erained Teachers: to Question 12

Frequency and Percent of Response for Students Taught by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Trained Teachers: to; Question, 16

Frequency and Percent of Response for Students Taught by VIF-Trained Teachers Compared to Students Taught.by Non-VIF- Trained Teachers to Question 24

Frequency~ and| Pencent.of Response for Students Taught by VIF-Trained Teachers Compared to Students Taught. by Non-VIF- Timoaned!) Teachers; to; Question 32

Prequencvyeaud fercenim Of Response tor students’ Taught. by -VIF-Trained Teachers Compared to Students Taught by Non-VIF- TrainedaledcnerSetOe Question, 55

Drequeney sailaerenrecelusOit Response tor Students Taught by VIF-Trained. Teachers Compared to Students Taught. by Non-VIF- Trained Teachers to Question 355: . °

PrecucicCvealG@mrercenu Ot Responses tor Students, Taught: by .VIF-Trained: Teachers Compared to Students Taught by Non-VIF-~- Trained: Teachers to Question: 42

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TABLE

LXXVI.

EXAVIT.

DAAVIL

LXXIX.

LXXX.

LXXXI.

DAXAE Es

Prequency and, Percent of Response for Students. Taught by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Trained Téachers to Question 4¢4

Frequency did Percent OL enesponse Lor Students Taught, by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Trained Teachers to Question 49

PLeaguewcy ald PETCEN t Or hes polse tor Students Taught by VIF-Trained, Teachers Compared to Students Taught .by Non-VIF- Trained Teachers sto Uuest.on 51

ETeQuency- alas ercelntlaou Response for Students laugic Dy ViF=lrained Teachers Compared to Students Taught by Non-VIF- trained | oaciols = (Om UUes tur On, s5

Preducncy and Percent.or Response for Students Taught by VIF-Trained, Teachers GUompared. to otiudencs “laught py Non Vi r= Trained Teachers to Question 56

Frequency and, Percent.of Response’ for Students Taught by VIF-Trained. Teachers GoOmpared to ocbudcenes Laught. by Nou-VIFE DreticantedctersimcO=@ULus ce tues

Prequcncy alcererceuc Of “RUSUOHSe =10T Students Taught. by VIF-Trained Teachers Compared to Students Taught by Non-VIF- Trained: Teachers, to. Cluster 7/

sida beg

PAGE

250

240

241

242

243

244

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GHAPTER 941 THE PROBLEM TaOINTRODUCTION

Although many feel that second language learning is of growing importance in.a shrinking world, teachers in this subject area have not always been successful in communicating to their students: the value of. such study. Those who have had experience in this field frequently observe classes in which enthusiasm for the subject is lacking. They see students who are relatively successful in most subject areas of the curriculum often having difficulty in learning a foreign language. The large number we dropouts and the high failure rate of these students have long disturbed