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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 Frenchspeaking 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 Frenchspeaking 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, inclass, the boredompresult ing from the. repetition of the.sentences, the poor quality Gamithomtanes. and tne lack Ot provision OL a textbook CONntaininoewsthie 1 renehsenvences 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
Thewriter 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
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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 VIFTrained Teachers Compared to Responses of Students eran by nonVIF 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 VIFTrained Teachers Compared to Students Taught by Non VIFTrained Teachers to Question 6
Frequency and Percent of Response: for Students Taught by VIFTrained Teachers Compared to Students Taught by NonVIF Trained Teachers to Question 8
Frequency and Percent of Response for Students Taught by VIFTrained Teachers Compared to Students Taught by NonVIF Erained Teachers: to Question 12
Frequency and Percent of Response for Students Taught by VIFTrained Teachers Compared to Students Taught by NonVIF Trained Teachers: to; Question, 16
Frequency and Percent of Response for Students Taught by VIFTrained Teachers Compared to Students Taught.by NonVIF Trained Teachers to Question 24
Frequency~ and Pencent.of Response for Students Taught by VIFTrained Teachers Compared to Students Taught. by NonVIF Timoaned!) Teachers; to; Question 32
Prequencvyeaud fercenim Of Response tor students’ Taught. by VIFTrained Teachers Compared to Students Taught by NonVIF TrainedaledcnerSetOe Question, 55
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TABLE
LXXVI.
EXAVIT.
DAAVIL
LXXIX.
LXXX.
LXXXI.
DAXAE Es
Prequency and, Percent of Response for Students. Taught by VIFTrained Teachers Compared to Students Taught by NonVIF Trained Téachers to Question 4¢4
Frequency did Percent OL enesponse Lor Students Taught, by VIFTrained Teachers Compared to Students Taught by NonVIF Trained Teachers to Question 49
PLeaguewcy ald PETCEN t Or hes polse tor Students Taught by VIFTrained, Teachers Compared to Students Taught .by NonVIF Trained Teachers sto Uuest.on 51
ETeQuency alas ercelntlaou Response for Students laugic Dy ViF=lrained Teachers Compared to Students Taught by NonVIF trained  oaciols = (Om UUes tur On, s5
Preducncy and Percent.or Response for Students Taught by VIFTrained, Teachers GUompared. to otiudencs “laught py Non Vi r= Trained Teachers to Question 56
Frequency and, Percent.of Response’ for Students Taught by VIFTrained. Teachers GoOmpared to ocbudcenes Laught. by NouVIFE DreticantedctersimcO=@ULus ce tues
Prequcncy alcererceuc Of “RUSUOHSe =10T Students Taught. by VIFTrained Teachers Compared to Students Taught by NonVIF Trained: Teachers, to. Cluster 7/
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PAGE
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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