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By Brendan Bartram

Drawing at the result of a tri-national comparative survey of secondary scholars' attitudes in the direction of sleek overseas Language studying (MFLL), this e-book illustrates either the significance and nature of learner attitudes and the contribution of comparative schooling to our figuring out of academic issues.Questions thought of include:What is the character of the scholars' attitudes to the tutorial dimensions of studying French, German and English in every one country?To what quantity do academic components impact the scholars' attitudes to studying each one language in each one country?How related are the students' attitudes to MFLL inside of and among the 3 countries?What decisions may be made in regards to the relative value of academic and socio-cultural impacts on student attitudes to MFLL in each one nation? >

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It may be that the arrangement of teaching groups is less significant than the quality of the interaction and the ability of the teacher to inspire and motivate pupils. (Clark and Trafford 1995: 322) Nonetheless, many authors have continued to identify school and classroom factors as major influences on pupil attitudes in MFL contexts. Kent (1996) found, for example, that teaching arrangements were often responsible for demotivating language learners, and cites such factors as an over-reliance on worksheets, teaching in mixed-ability groups and the amount of teacher time taken up with maintaining discipline as key culprits.

Since it is a country without a national system, MFLL policy here is also left to the individual states. Cook (2007: 1) argues that this reflects what he sees as the lack of ‘a fundamental national commitment to foreign language training and education’ in America, though others point to the existence of some federal legislation that supports language teaching, including, for example, the ‘Goals 2000: Educate America Act’ of 1994. Dutcher (1995: 4) argues: This legislation encourages student achievement by the development of recommended goals and standards in the core subjects.

Combine to predispose people toward certain behaviours’ but interestingly suggest that the directive strength in language contexts may be much weaker than such influences as prevailing social norms and the individual’s character. Young (1994b) too echoes a tripartite structure in her examination of attitudes, but includes a different set of components in her model of motivation in the context of MFLL. In common with Gardner’s (1985) socio-educational model, Young excludes the conative aspect from her concept of attitudes, which is built on the notions of needs, goal and desire.

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