Monolingual and Bilingual Pupils' Attitudes towards English Language Learning

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Monolingual and Bilingual Pupils' Attitudes towards English Language Learning

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dc.contributor.author Carlson, Josefin
dc.date.accessioned 2011-03-31T14:29:48Z
dc.date.available 2011-03-31T14:29:48Z
dc.date.issued 2011 en_US
dc.identifier.citation 30 en_US
dc.identifier.uri http://hdl.handle.net/2043/11895
dc.description.abstract This paper examines how the attitudes are towards the English education, in a school, among pupils in ninth, eighth, and sixth grade, and if monolingual and bilingual pupils feel that they have any advantages or disadvantages when learning English. This study also describes how teachers influence and establish attitudes among their pupils towards the English education. Both questionnaires and interviews were used in order to collect data valuable for the research questions. The results are thereafter discussed in relation to relevant background information, for example Gardner's (1991) theory about attitudes towards language learning and Ladberg's (1994) theory about second language learning and bilingualism. The results show that pupils' attitudes influence on the English education, that teachers' attitudes influence and establish pupils' attitudes towards the language learning, and that many of the bilingual pupils feel that they have advantages when learning English. en_US
dc.language.iso eng en_US
dc.publisher Malmö högskola/Kultur och samhälle en_US
dc.subject Attitudes en_US
dc.subject Monolingualism en_US
dc.subject Bilingualism en_US
dc.subject Teachers' influence en_US
dc.subject Second and third language learning en_US
dc.subject English education en_US
dc.title Monolingual and Bilingual Pupils' Attitudes towards English Language Learning en_US
dc.type C en_US
dc.setspec.uppsok SocialBehaviourLaw en_US
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