| Abstrakt: |
During the past two decades, an increasing amount of interest has been directed toward the area of second-language learning. The majority of the original research was aimed at discovering the relationships between specific language learning abilities and subsequent language achievement. Only recently have research people begun an attempt to evaluate the impact that motivational variables have in subsequent second-language achievement. In the area of motivation, one of the more potent variables appears to be the attitude structures of at least three sets of individuals: the student, his parents, and his teachers. In this paper, I shall attempt to outline for you some of the more recent research which has been carried out in the specific area of parent and teacher attitudes toward the learning of a second language and the effect that these have on subsequent language performance. |
