Articles

Language and Attitude

     Language is the primary means of human communication. It is a powerful social force that does more than convey intended referential information. It also indicates both personal and social characteristics of the speaker. Depending on the particular listener, a speaker’s accent, speech patterns, vocabulary, intonation etc. can serve as markers for evaluating that speaker’s appearance, personality, social status and character, among other things. Obiols defines attitude as a “mental disposition towards something”, it acts as a bridge between opinion and behaviour (Obiols 2002). Ryan define language attitudes as “any affective, cognitive or behavioural index of evaluative reactions toward different language varieties or speakers” (Ryan et al. 1982:7)

The study of language attitudes is important for sociolinguistics because it can, as Marina S. Obiols writes: ‘predict a given linguistic behaviour: the choice of a particular language in multilingual communities, language loyalty, language prestige...” (Obiols 2002). Suzanne Romaine says that the basis of attitude measurement is that there are underlying dimensions along which individual attitudes can be ranged. However, she also points out that “the translation of attitude from the subjective domain into something objectively measurable is a common problem in any research that involves social categorization and/or perceptual judgements” (Romaine 1980:213).

 Language attitudes are evaluative reactions to different language varieties. They reflect, at least in part, two sequential cognitive processes: social categorization and stereotyping. First, listeners use linguistic cues (e.g., accent) to infer speakers’ social group membership(s). Second, based on that categorization, they attribute to speakers stereotypic traits associated with those inferred group membership(s). Language attitudes are organized along two evaluative dimensions: status (e.g., intelligent, educated) and solidarity (e.g., friendly, pleasant). Past research has primarily focused on documenting attitudes toward standard and nonstandard language varieties. Standard varieties are those that adhere to codified norms defining correct usage in terms of grammar, pronunciation, and vocabulary, whereas nonstandard varieties are those that depart from such norms in some manner (e.g., pronunciation). (oxfordre.com)

People have attitudes/feelings/beliefs about language in general, their language, and the language of other people. They may feel that an unwritten language is not a ‘real’ language. They may feel shame when other people hear their language. They may believe that they can only know one language at a time. They may feel that the national language is the best language for expressing patriotism, the best way to get a job, the best chance at improving their children’s future. (sil.org)

Attitudes cannot be observed directly but are demonstrated through actual behavior – for example, how people treat speakers of other languages (avoidance, approach), or in their desire (or not) to learn another language. The convergence of one’s speech to conform to another’s speech suggests a “positive attitude” toward the other’s speech. By the same token, divergence suggests an intention for the opposite outcome

Language attitudes are opinions, ideas, and prejudices that speakers have with respect to a language. For example, it is often said that in order to learn a language, it often helps to have a positive attitude towards that language. language also contribute on how the world views your personality. Attitude is a settled way of thinking or feeling about something. The world can view somebody according to the language you speak.

References :

 Meyerhoff, M. (2006) Introducing Sociolinguistics.

Language Attitudes Evaluational Reactions to Spoken Language Linda Melander English C-essay Högskolan Dalarna April, 2003

 

Journal Review 1

Journal Review 

Vol. 21, No. 1, April 2018

LANGUAGE ATTITUDES OF INDONESIANS AS EFL LEARNERS,

GENDER, AND SOCIO-ECONOMIC STATUS

Dirtya Sunyi Paradewari and Concilianus Laos Mbato

Reviewed by

Ahmad Zakki Fuadi 

Abstract :

The journal study about explorion of the language attitude in terms of gender and socio-economic status (SES) in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES). There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1) Indonesian learners showed positive language attitudes toward English (3.58); 2) positive language attitudes toward Indonesian (3.66); 3) positive language attitudes toward English and negative language attitudes toward Indonesian (3.52); 4) positive language attitudes toward Indonesian and negative language attitudes toward English (3.58); 5) positive language attitudes toward English and Indonesian (3.91). These five components of language attitudes were then correlated with gender; 1) gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097); 2) there was no relation between gender and Indonesian language attitude (-.071). In addition, SES was also related to five (5) components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155) than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031) than the learners from upper class and lower class.

Goals

The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES).

Problems : 

Explore the language attitudes towards Indonesian and English in terms of gender and socio-economic status (SES) of Indonesian students studying in several universities in Yogyakarta, Indonesia where English is learnt as a foreign language.

Theories :  Language Attitude

         Kendler (1974) notes that attitude is a willingness to accept or avoid positive or negative things such as social, personal, situations, ideas, and concepts. The characteristics of behaviour language are divided into two types, namely: language and non-language attitude (Anderson, 1984, p. 37). The language attitude is a catalyst to have a successful language learning (Fasold, 1984, p. 36). Language attitude might be a positive or negative depending on how people learn the language (Chaer & Agustina, 2010). Zeinivan, Azizifar, and Gowhary (2015) also assert that language attitude is the internal stage which influence people to do what they want to do. Brown (2000) employs the term of language attitude as the set of beliefs that the learner holds. A successful learner is a learner who perceives a positive attitudes towards the target language (Prodromou, 1992). Dittmar (1976) reveals four characteristics of language attitude, i.e. the selection of primary language that people use in a multilingual community, the distribution of the language, the differences of dialect, and the interaction among individuals based on the common problems that arise. Accordingly, language attitude is “an umbrella term, which refers to various attitudinal objects, including languages, dialects, speech styles, speakers, communities, language learning, and language use” (Ianos et al, 2015, p. 2).

Gender

          Simaki et al. (2016, p. 868) assert that people with different gender tend to have different style of linguistic. Women and men use different language styles depending on the situation (Edlund et al, 2007) and women usually do better than men in learning the language (Ellis, (1994). Dornyei, Csizer, and Nemeth (2006) also note that women are more motivated than men in learning a foreign language. Several studies have found gender differences in language attitude. One of the examples come from Ladegaard (1998; 2000). The result of the research showed that the female participants had the higher positive attitudes towards Standard Danish (SD) than male participants had. In addition, Wang & Ladegaard (2010, p. 16) state that women use the high prestige variety of a language while men use the local vernacular.

Socio-economic Status

        Parson, Hinson, and Sardo-Brown (2001) define the socio-economic status as the term to distinguish between people’ position in the society in terms of family income, educational background, and occupational prestige. The social classes are classified as upper, middle, and lower class (Ariani & Ghafournia, 2015).Lamb (2012) asserts that socio-economic status has an impact on the learners in learning languages. Ellis (1994) also adds that there is the connection between the social class and achievement; particularly it comes from the level of education, income, and occupation (p. 204). Students with the high social and economic status are called as successful students and students with the low social and economic status are called unsuccessful students (Barry, 2005; Ewijk & Sleegers, 2010).

Method

To some extent, this study was replication of a quantitative study by Sicam and Lucas (2016) on language attitudes of adolescent Filipino bilingual learners towards English and Filipino. In order to collect data, the current study employed a survey method in the form of a questionnaire. The researcher utilized Google Form to distribute the questionnaire because the participants were separated in some areas of Yogyakarta, Indonesia. The participants of this study were 256 students (184 females and 72 males) from one state universities and three private universities in Yogyakarta. In this study, the participants were invited to participate voluntarily and were assured that the information collected was confidential. This study employed a questionnaire adapted from Sicam and Lucas (2016) to suit Indonesian contexts and consisted of two parts; demographic background information and language attitudes. 

Findings and Discussion

      In line with the research question, this section focused on general language attitudes towards Indonesian and English, and on the correlation between learners’ language attitudes towards Indonesian and English in terms of gender and socio-economic status (SES) respectively.

Conclusion

        Based on the result, it shows that language attitudes diverge among different groups of Indonesian adults. Firstly, these finding refers to the high positive attitude towards Indonesian and English languages. The use of Indonesian as the preferred language in the family context is proven in this study. Moreover, both English and Indonesia are equally used in the context of the school/ university and the place of work and media use. Secondly, the study revealed that there is a correlation between learners’ language attitude towards Indonesian and English in

Journal Review 2

Journal Review 

E-Journal of English Language and Literature Volume 5 No. 1 Serie A.

THE LANGUAGE ATTITUDE OF THE FARMERS OF ALAHAN 

PANJANG TOWARD THEIR INDONESIAN

Murdelvia Putri , Dr. Hamzah, M.A. M.M 2

,Reviewed by

Ahmad Zakki Fuadi 

ABSTRACT

This journal identify about  the attitudes of farmers towards Indonesian language in Alahan Panjang and factors of what makes the farmers in Alahan Panjang had an attitude. This research was descriptive quantitative field that describes the attitude of farmer opinion against the phenomenon of language attitude occurred. This attitude derived from the distribution of research questionnaires and interviews to farmers in Alahan Panjang which has business associates in Indonesian language. Their age restrictions on farmers is between 30-55 years. The results showed 92 out of a total of 100 farmers in Alahan Panjang were used as participants in the study showed a negative attitude towards Indonesian. They are not proud and do not want to use the Indonesian language in which they are located. There are several factors that cause these farmers Indonesian negative towards such social factors, a situation the use of language, gender, prestige, and cultural factors. The results of this study prove that farmers in Alahan Panjang do not want to use the Indonesian language in communication. They will only use the Indonesian language when communicating with people who only understand Indonesian.

Goals 

This paper aims to identify the attitudes of farmers towards Indonesian language in Alahan Panjang and factors of what makes the farmers in Alahan Panjang had an attitude.

Problem

This paper is conducted as a linguistic study which is oriented with socio cultural context. It shows the phenomena of language attitudes which occur in farmer communication using Indonesian.

Theories

      Factors were found in interviewing that make farmers have negative attitudes toward Indonesian are social factors, situational of languageuse, gender and prestige. The most factors which occur are situational of language use and social factors. Farmers tend to speak Minangkabaunese because they are in Minangkabaunese area and not understood Indonesian well. This situation makes them have to decide to use Minangkabaunese better than Indonesian. 

Social factor is also affected farmers to have such attitudes. They live in Minangkabaunese society as a result they have to speak by using Minangkabaunese. Prestige means the farmers are not ashamed to use Indonesian while communicating each other. This factor is categorized into covert prestige. It based on Holmes (1992:348) which said that covert prestige defines how people should speak to be considered members of that particular object. It means farmers defined their attitude toward Indonesian to be considered members of a certain community. They speak Indonesian and want to consider as members of Indonesian people. 

Meanwhile, the writer found other factors that make farmers have a negative attitude toward Indonesian. Those factors are environment and cultural factors. There are some farmers who did not speak Indonesian because it is not based on their environment. They said that they live and arise in Minangkabaunese environment as a result they speak Minangkabaunese not Indonesian. Their other reason is Minangkabaunese is their native language that is why they have to speak Minangkabaunese not Indonesian. Cultural factors occur because farmers did not want to make Indonesian as their identity. They did not keep to speak Indonesian and not proud of using it.

There are many negative answer toward Indonesian found. In addition, there are eight farmers who have positive answered toward interview guidelines questions. There are no differences between females and malesattitudes that found in this paper. Both of them have a negative toward Indonesian. In order to know the clearly explanation, the occurrence of farmers’ attitude performed into transcription text.In general, language attitudes are part of Sociolinguistic study. Languages attitudes are something which is focused on the individual speaker’s attitudes toward his own language use. It shows mental attitude and behaviour of language. 

      The phenomenon of language attitudes also happens in Minangkabaunese especially Minangkabaunese farmers. Generally, Minangkabaunese farmers are to be hesitant to decide their attitude toward language. This paper is to investigate the farmers’ attitudes toward Indonesianin Alahan Panjang and the factors that make farmers have such an attitude toward Indonesian in Alahan Panjang.

Methods

      This paper is conducted by using descriptive quantitative method. It is called quantitative because it descibes the data from the result of the questionaires and interviews form by accumulated the data based on Likert’ Scale measurements and identified the data in accordance with the types and factors of language attitude.

Finding 

       In this paper, the writer found 92 of 100 total data of farmers’ answer in Alahan Panjang have a negative attitude toward Indonesian. They were generally disagreed toward the positive statements and agreed with negative statements. Even there are seven until eight farmers agreed with those positive statements and about seven farmers disagreed with negative statements.

Conclusion

      It can be concluded that farmers in Alahan Panjang have a negativeattitude toward their national language. They are not proud of using Indonesian wherever they are. They do not want to make Indonesian as their identity and they do not aware about that language. Meanwhile, there are five factors found in the data such as: social factors, situational of language use, gender, prestige, and cultural factors. Therefore, the writer suggest to next researchers or writers to continue this topic or make it as a relevance researchor paper in order to develop better knowledge about attitude toward language especially attitude toward national language.

Journal Review 3

Journal Review 

June 2014, Vol. 2, No. 2, pp. 75-99

Language Use and Language Attitudes among the Muslim Arabs of Vancouver/ Canada: A Sociolinguistic Study

Prof. Bader S. Dweik1Mohammed Y. Nofal1 and Rahmeh S. Qawasmeh1

Reviewed by

Ahmad Zakki Fuadi 

The journal was a study about  language use and language attitudes among the Muslim Arabs who live in Vancouver/Canada. A sample of (70) Muslim Arabs has been selected on grounds of convenience. The selected participants represent different age groups, gender and educational background. Four assistants who live in Vancouver have helped the researchers to distribute the questionnaire. Those assistants who have inside knowledge of the community have been chosen in line with Milroy and Milroy (1978), Al-Khatib (2001) who advocate approaching the subjects through a third party. The main instrument used in this study is a sociolinguistic questionnaire that comprises three different sections: demographic background, language use of Arabic and English in different domains and language attitudes. Results show that Arabic and English are used side by side in different domains. They also point out that the Muslim Arabs of Vancouver are proud oftheir Arabic identity and their Arabic language and culture and that Arabic is still being maintained among the second generation of Muslim Arabs in Vancouver. It also indicates that English symbolizes their Canadian identity and is considered a good instrument for achieving their educational and financial aspirations.

The type of research method used is Observation by "Social Network".  The weakness of observational research is that all this data can be collected, but in reality, because it is a concentrated and focused group that cannot be generalized.  This means that whatever conclusions are drawn from this study, it may not apply to the entire population, but only to this small sample of people.

The researchers have designed a sociolinguistic questionnaire based on Fishman (1964 & 1966), Dweik (2000), Freed and Collentine (2004) and Al-Khatib and Al-Ali (2005). (See Appendix). Yet, they have made some changes to suit the current study. The questionnaire consists of three sections: The first section focuses on collecting demographic data about their background. The second section aims to find out the use of English and Arabic in seven different domains: home, school, neighborhood, workplace, religion, media and self-expression. Each domain is followed by four options: Arabic, English, Both, Other language. The third section consists of their attitudes towards Arabic and English. Thirteen statements are included in each part followed by five options: 

1- Strongly agree 2- Agree 3- Neutral 4- Disagree 5- Strongly disagree 

The researchers have piloted the questionnaire before distributing it to a small sample similar to the original one. One hundred copies have been sent to the respondents via e-mail, including the cover letter that explained the purpose of the study. However, only seventy have been filled out and returned.

Finnaly we found that Data obtained indicate that the second generation of Muslim Arabs of Vancouver has been using Arabic and they are proud of their Arabic identity and their Arabic language and culture. Moreover, the Muslim Arabs of Vancouver use Arabic and English, each of which is used in specific domains and under different circumstances; Arabic is used in the interaction between family members and relatives. It is also used in religious activities and supplications after praying; in Arabic schools; in media; in inner speech and in domains outside workplaces. Yet, English mostly used in the domain of work. Furthermore, the Muslim Arabs of Vancouver have positive attitudes towards both languages. Their attitudes towards Arabic and English are positive.