The Components Of Attitude Education Essay

The Components Of positioning Education EssayAttitude influences the steering in which an idiosyncratic behaves towards an object, institution, or a mortal. Our spot towards a point object whitethorn be influenced by our p bents, school, teachers and orderliness in which as an individual we live. correspond to Thurton (1929) locating may likewise be delineate as the magnetic core total of mans inclination, feelings, threats and conviction nearly all particularised topic. Karlinger (1973) holds that positioning is an integral part of nature to think, to feel, and perceive to behave towards a referent and cognitive object.Attitude is real heavy as it decides the demeanour pattern of a person. Attitudes nates be implicit and explicit. Implicit military postures be unconscious, but still have an effect on our beliefs and behaviors. Explicit situations ar those nigh which we be consciously aw atomic number 18 of and they clearly influence our behaviors a nd beliefs. In the opinion of Bain (1927), an pose is the relatively overt behavior of a person which affects his status. Jung (1921) defines lieu as a readiness of the psyche to act or react in a certain guidance.Components of AttitudeHarrison (1976) has identified collar fates in attitude as underBeliefs argon what one considers sought after and undesir equal to(p).Attitudes argon accompanied by emotions and influence each early(a).The individual displays his attitude through his action (behavior).However, Wenden (1991) proposed a broader definition of the concept attitude. He has introduced these toll with a little change, although the theme is al to the highest degree the same. He says that the term attitude back out ons three functions ascognitiveAffectiveBehavioralCognitive component is made up of the beliefs and ideas or opinions about the object of the attitude. Rosenberg and Hovland (1969) suggest that cognitions include perceptions, concepts, and beliefs abou t the attitude object and these are usually expressed by verbal questions. Ajzen (1988) categorizes cognitive components into verbal and non-verbal responses. Cognitive responses of a verbal temperament are expressions of beliefs about an attitude object. According to him, cognitive responses of a sign- verbiage(a) kind are more difficult to assess, and the in workation they provide about attitudes is usually more indirect. Baker (1992) believes that the cognitive component deals thoughts and beliefs.Affective component refers to the feelings and emotions that one has towards an object, likes or dislikes, with or against. Ajzen (1988) believes that emotional responses move evaluations of, and feelings towards, the attitude object. vocal affective responses deal be expressions of admiration or disgust, appreciation or disdain. On the early(a) hand, facial expressions and other bodily reactions are imitation to show nonverbal affective responses. Baker (1992) suggests that the affective component concerns feelings towards the stub lecture, which may be love or hate of the dustup, a choler for the poetry of the tar contribute address, or an anxiety about larn it. Also, Hermann-Brennecke (2000) defines the affective component as a feeling-based evaluative component.The behavioral component refers to ones consisting actions or behavioral intentions towards the object. Rosenberg and Hovland (1969) evaluate the behavioral component towards a situation with project to a persons overt actions or verbal res publicaments concerning behavior. These components of attitude consist of a tendency of an individual to behave in a particular direction towards and object. Only this component of attitude is visible as the other ii merchant ship only be inferred.Kinds of Attitude in that location are three kinds of attitudePositive Attitude is a kind of attitude that peck are plausibly to act consistently with.Negative Attitude is a kind of attitude where pe ople act inconsistently with.Neutral Attitude refers to a situation where people feel themselves reluctant to take both definite finale and find it difficult to cod a natural selection either to go with something or non.With respect to overbearing attitude, people may become respective to the said attitude and tend to understand all situation which corresponds to it. On the other hand, with a negative attitude a persons act will not be consistent due to the contortion he pauperizationed to accomplish.Attitude FormationAttitudes may be conditioned from the receives we have. These include mostly mundane events such as being praised by our parents for expounding liberal attitudes, but also demand life and manhood events. The basic processes through which we describe attitudes remain the same throughout life, though as we grow older the attitudes we reckon may be more complex, and the ones we already hold may become more resistant to change. Attitudes are learned from ou r experience of the social context around us.Research has indicated that in that respect are several ways in which attitudes are acquired. One of the early agents of attitude formation is parents. Later on conception experience, interaction with the outside world plays a signifi roll in the hayce role in the formation of attitude. almost of the psychological factors which play a vital role in attitude formation are discussed belowOperant conditioning.It involves voluntary responses. It is usually involve with the behavioral component of attitude. Behaviors tend to be repeated if they are reinforced. as well as behaviors tend to be stopped when they are punished.Direct instruction.The adoption of attitudes is presently told by the parents, schools, familiarity, friends, as well as the impact of religion etc.Social information.It is based on modeling and observation. We observe others, if they are rewarded and suffer appreciation for certain behaviors, we are reinforced a nd it is more likely, that we behave in the way to express this attitude.Rational analysis.It involves the careful weighing of take the stand for, and against, a particular attitude. In other words it involves the careful observation of the evidence in order to take the right decision. words AttitudeLanguage attitudes are the feelings people have about their own nomenclature or the languages of others (Crystal, 1992). Language attitude is different from other general attitudes in the virtuoso that they are specifically about language. It is normally considered that language attitudes are cerebrate to the language itself, its variety, its sound system, its semantic quality so on and so forth. In fact, the term language attitude is applied by sociolinguists today, includes the mind-set and our affiliation towards the speakers of a particular languages.Fasold (1984) suggests that attitudes towards a language are frequently a museion of attitudes towards members of various ethnic groups. Language attitudes are ever-changing all the time because the economic situation of a country may change, for the better or the worse, and so produce a different language attitude among its speakers or potential speakers. The same changing language attitude goes for the choice of a foreign language where the niche and the needs fixate the language status. In this respect, Calvet (2006) statesHuman beings are not always able to choose their languages, their choice is determined first and foremost by the surroundings in which they find themselves, by the languages that coexist in this niche and wherefore by their needs, and very little by the typological situation other coexist languages.Second Language- knowledge StrategiesAll language learners use language breeding strategies either consciously or unconsciously when processing hot information and performing tasks in the language classroom. Since language classroom is like a problem-solving environs in which language learners are likely to face new stimulant and difficult tasks given by their instructors, learners attempts to find the quickest or easiest way to do what is required, that is, using language information strategies is ines undetermined.The term language encyclopaedism strategy has been defined by many researchers. Wenden and Rubin (1987) define teaching strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. Richards and Platt (1992) state that arena strategies are intentional behavior and thoughts used by learners during study so as to better help them understand, learn, or remember new information. Faerch Claus and Casper (1983) stress that a learn strategy is an attempt to develop lingual and sociolinguistic competence in the seat language.Classification of Language Learning Strategies by OMalleyOMalley (1985) divides language learn strategies into three main subcategor iesMetacognitive strategies.It git be stated that metacognitive is a term to express executive function, strategies which require proviso for encyclopaedism, thinking about the acquire process as it is taking place, monitor of ones production or comprehension, and evaluating learning after an practise is comp allowed. Among the main metacognitive strategies, it is practicable to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation.Cognitive strategies.Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, audile representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies.Socioaffective strategies.As to the socio affective strat egies, it domiciliate be stated that they are related with social-mediating activity and transacting with others. Cooperation and question for clarification are the main socioaffective strategies (Brown 1987).Attitude and Motivation in L2 LearningIn the field of language attitudes, the term attitude and demand are closely connected and related (Gardner, 1985). He believes that languages involve the eruditeness of skills or behavior patterns which are characteristic of another cultural community. He discusses that the relative degree of success in number language eruditeness depends, to a certain extent, on the individuals attitude towards the other community as well as the beliefs in the community, which are relevant to the language learning process. He believes that the acquisition of a second language is a extensive and tough task so that any concept of pauperization must include in it an attitudinal implantation to sustain the motivation. He proposes that attitudes play a role in language learning through their influence on motivation. Educators accept that bookmans have individual learning styles and vary in their attitudes towards learning in general (Deci, Flaste 1995).Two major clusters of motivation have been introduced by Gardner and Lambert (1972).Integrative MotivationInstrumental MotivationWhen students want to learn a language to become part of a speech community (integrate). People who immigrate to new countries are some examples of people who may want to identify with the community around them. An important aspect of this form of language learning is using language for social interaction. This form of motivation is thought to produce success in language learners.Learners may make efforts to learn an L2 for some functional reason to pass the examination to impart a better job, or to get a place at university. In some learner context an instrumental motivation seems to be the major force determining success in L2 learning. For example, in settings where students are do to learn an L2 because it opens the educational and economic opportunities for them (Ellis, 1997).. Starks Paltridge (1996) mention that learning a language is closely related to the attitudes towards the language. Karahan (2007) suggests that positive language attitude let learner have positive orientation towards learning incline. As such, attitudes may play a very crucial role in language learning as they would appear to influence students success directly.Ellis (2000) mentions that positive attitudes towards the L2 and its speakers can be expected to enhance learning while negative attitudes kibosh it. So, attitudes have an impact on the level of L2 progress achieved by individual learners. The learners with positive attitudes, who experience success, will have these attitudes reinforced. Similarly, learners negative attitude may be strengthened by lack of success.Holmes (1992) states that people develop attitudes towards languages which reflect their views about those who speak the languages, and the contexts and functions with which they are associated. Hermann-Brennecke (2000) points out the relationship between language and attitude language does not consist only of forms, patterns and rules but is concurrently bound up with the social, subjective and objective world, since it also carries the attitudes, habits and cultural characteristics of its speakers.The stipulation of position in PakistanIn Pakistani community where different languages co-exist, language attitudes play an important role in the lives of the users of these languages. Today there are more non- homegrown than native users of position and English has become a world language. English language enjoys a high status in Pakistan as it is the language of education, law, science, technology, Government and a lingua franca among the provinces. It has become a status symbol, a refine medium of communication.English in Pakistan is used as an officia l and a second language. It is spoken and used by a relatively small but extremely influential portion of countrys population in the domain of government administration, law, the military, the higher education, commerce and mass media (Baumgardner 1993).According to Ghani (2003) English in Pakistan serves as a gateway to success, to shape up education and to white collar jobs. It is the language of higher education and wider education and not the home language of the population except in the upper strata of society where it is spoken as a status symbol. Socially, English adopted as a second language has had a significant impact some(prenominal) economically and educationally. It continues to play an important role in the countrys commercial and industrial development and outside the government sector.Attitude of Pakistani Students towards Learning EnglishLanguage policies have frequently failed in Pakistan where students attitudes to English language learning and use are mainly n eglected. It is, therefore, important to study attitudes of students because if the learners have untoward attitudes to a target language, language policy implementation is unlikely to be successful(Baker,1992).Shahid Siddiqui (2007) discusses the present scenario in Pakistan and states that every student up to intermediate level has to study English as compulsory subject. He further states that there are a large number of students who question the very existence of English as a compulsory subject. He claims that most of the students who belong to the rural background are not motivated to learn English.In Many cases the parents are not educated and cannot appreciate the conception of learning English. As a result the students feel that English is by chance the privilege of the elitist class and only the bright students can acquire it. There is a small group of students who realize the importance of English as it is a passport to employment. Most of the students are willing to le arn English just to get degrees instead of attempting to learn the language skills. As a result, they spend most of their time in rote memorization which is considered the trounce way of passing the examination.Rahman (1999), in his survey of students attitudes towards learning English has found that almost all the students, including the deeni madrassahs want to learn English. However, it seems that the reason for learning English is instrumental for them.Factors Affecting Attitude towards Learning EnglishThere are certain factors which can be attributed as to affect the attitude of students towards learning English. power of Parents.Parents play an important role in the education of their children. Their function and encouragement can help a child excel. Alberta Education encourages parents to take an active role in the education of their children and provides resources to support their involvement.Parents are the major socialization agents who play a vital role in make childre ns attitudes towards ethnic groups and language learning. Parents can also be actively multiform in the learning process and promote success by load-bearing(a) children to study the foreign language, monitor their performance, correct mistakes, etc. On the other hand, if the parents are not literate in the second language, their children remain disadvantaged in terms of the availability of interaction in a second language at home.Role of Personality Traits in L2 Learning.Personality is considered a very important category of individual differences since the individual is much judged depending on her/his personality. It has been frequently observed that different learners attain highly different levels of L2 proficiency even though the circumstances in which these learners acquire a target language are almost identical. This inter individual variation can be work outed for by learner-internal factors.Extroversion/Introversion.Extroversion and introversion are personality charact eristics that can influence language learning in a positive or negative way depending on the measured aspect. It is believed that extroverts, who are clubby and open to other people, are more successful in learning languages than introverts, because they have more contact with L2. On the other hand, well-organized and serious introverts are seen as better learners as far as the systematic study is concerned.Anxiety.Krashen (1985) maintained that anxiety inhibits the learners ability to process incoming language. An interaction is a great deal found among anxiety, task difficulty, and ability, which interferes at the input, processing, retrieval, and at the output level. If anxiety impairs cognitive function, students who are anxious may learn less and also may not be able to demonstrate what they have learned. Therefore, they may experience even more failure, which in turn raise their anexity level.Age.Age has often been considered a major, if not the primary, factor determining s uccess in learning a second or foreign language. Children are generally considered capable of acquiring a new language rapidly and with little effort, whereas adults are believed to be doomed to failure. Although older learners are indeed less likely than young children to master an L2, a close examination of studies relating age to language acquisition reveals that age differences reflect differences in the situation of learning sort of than in capacity to learn. They do not demonstrate any shyness on the possibility that adults can become highly proficient, even native like, speakers of L2 (TODD, Marshall 2000).Degree of Instrumentality vs. Integration.It is supposed that the degree of instrumentality is also a an important factor whicvh effect the process of L2 learning. When the learners are motivated to learn a second language for utilitarian draw a bead on i.e, to get a good job the level of success is supposed to be higher as compared to those who learn a second language f or integrated purpose.According to Gardner and Lambart (1972 ) when a language is learnt for utilitarian purpose , the success in second language is supposed to be lower than if it is learnt for the integrative purpose but Meenakshi Verma states that this claim seems to be doubtful as the instrumentally motivated students are effectively learning English. The reason seems to be that the instrumental motivation plant life as a force to get a good job.Role of Teacher in L2 Learning.The role of teacher in affecting the attitudes of students cannot be falsified. A teacher plays a vital role for the students. He can serve as a facilitator, a guide, a fellow traveler, an consultant etc. If a teacher does not provide sufficient moving-picture show to the target language, does not motivate the students, or does not provide them an fortune to communicate, such teacher proves himself a threat for students. In such circumstances, if the student is asked to interact, the threat of teacher may hinder students progress.As Dornyei (2001) notes, teacher skills in motivating learners should be seen as central to teaching effectiveness. Students need some(prenominal) ample opportunities to learn and steady encouragement and support of their learning efforts. Because such motivation is unlikely to develop in a chaotic classroom, it is important that the teacher organize and manage the classroom as an effective learning environment. Furthermore, because anxious students are unlikely to develop motivation to learn, it is important that learning occurs within a relaxed and supportive atmosphere (Good and Brophy, 1994).In short, attitude is the sum total of a mans instinctions and feelings, prejudice or bias, preconceived notions, fears threats and convictions about any specified topic (Gardner, 1980). It can be described in other words as a mirror through which the inner emotions, feelings, beliefs, proclivity, disliking can be depicted.As these are the inner as well as the overt behaviors of individuals, they have a strong impact on decision making and finding the way for further progress. In the same perspective, an attitude towards learning a language depicts the way in which the learner feels about second language. It highlights the beliefs, in relation to the language which is being learnt.An attitude can be influenced by parents, teachers as well as by the society including the religion. Our affiliations, our interest as well as our purpose behind learning L2, all play a vital role in forming attitude towards learning a language. Having a review of the related literature, it may be concluded that these factors have a strong influence on the beliefs, liking and disliking of students and have an impact on their overall achievement in the second language learning.Rationale of the StudyThis study aims to examine the students attitude towards learning English. It focuses on the relationship between students attitude and their achievements in English l anguage. In the light of this study, it is possible to put forward those factors like students attitude towards teachers, curriculum, and teachers methodologies that can be the causes of students low achievements in exams or their disinterest in the language learning.This study will show students positive or negative attitude towards learning English and their proficiency in it. It will take into account students experience and motivation provided by the teachers. As the aim of this study is to wonder the students attitude towards learning English language, it will show that either students want to learn English for integrative or for instrumental purpose. In short, this study is designed to highlight the attitude of male and female students and also to suss out the difference between the attitude of male and female students towards learning English.