Bouchra Kachoub

Multilingualism

Second language learning

Foreign language learning

Social psychology of the learner: Language

attitudes

Influence of second language on foreign

language

Research on language/student attitudes have solely

looked at the attitudes of students towards their

foreign languages, mainly in elementary schools

The current study tries to correlate between the

attitudes of the second and the foreign language

and find out the influence of the second language

on the attitudes towards the foreign language,

within university students.

Baker, C. (1992). Attitudes and language. Philadelphia: Multilingual Matters.

Henry, A., & Apelgren, B. M. (2008). Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum. [Electronic version]. System, 36, 607-623.

Huguet, A., (2007). Language use and language attitudes in Catalonia (Lasagabaster, D. & Huguet, A. Eds). Multilingualism Matters. Clevedon, Buffalo, Toronto

Murisuo-Storm, T., (2007). Pupils’ attitudes towards foreign-language learning and the development of literacy in bilingual education. Teaching and Teacher Education, 23, 226-235

Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research, 41, 197-208.

Stables, A., Wikeley, F. (1999). From bad to worse? Pupils attitudes to modern foreign languages at age 14. Language Learning Journal 20, 27-31

What kind of attitudes will students have in their L3

if they had a negative learning experience in L2?

What kind of attitudes will students have in their L3

if they had a positive learning experience in their

L2?

In other words, are L2 attitudes transferable to L3?

Approx. 200 university student:Hassan II University, Mohammadia, Morocco

Majoring in English Studies

1st year, 2nd year and 3rd year

Language Proficiency: Higher-intermediate &

Advanced

Questionnaire based on a modified version of:Gardner’s Attitude and Motivation Test BatteryDornyei’s L2 self-concept dimensions

Questionnaire divided into categories & subcategories:

Attitudes towards FrenchAttitudes towards EnglishClose-ended and open-ended questionsDemographics

Classical Likert scale

Visit to the classroom:Selection of pilot test participants

Pilot test

Questionnaire administration

Quantitative and qualitative

Item responses assigned a number from 1 to

5 (yes or no questions and multiple choice)

Correlation test

Mean score

T-test

Homogeneity of the sample

No representation of:Students of other majors

High school students

Students with negative attitudes in their

French learning experience, will still be very

successful in learning English

Students with positive attitudes towards

French will not have positive attitudes

towards learning English