Literature Review

In the field of second and foreign language learning, there are several theoretical constructs that address the roles and effects of certain variables in language learning. Understanding language learners by examining their attitudes, perceptions and beliefs is pertinent in understanding how languages are learnt and taught (Wesely, 2012). The inquiry into learner attitudes, perceptions and beliefs have been long grounded by seminal work of researchers such as Gardner’s (1985) exploration of motivation and attitude based on the socio-educational model, Horwitz’s work with anxiety (Horwitz, Horwitz, & Cope, 1986) and the exploration of foreign language learning attitude and perception (Sparks, Ganschow, & Javorsky, 1993).

It is undeniable that with regards to language learning, motivation and attitude is a central element in determining success in second language learning in either enhancing or hampering learner’s language achievement (Gardner, 2001; Sartore, Sollier, & Soto, 2012). Gardner’s socio-educational model (1979, 1985, 2001) indicated four categories of variables that are interrelated when acquiring a language, namely: 1) social milieu (1979, 1985) or external influences (2001); 2) individual differences; 3) language acquisition contexts and, 4) outcomes. The first variable, social milieu refers to the individual’s cultural beliefs or environment and it plays a role as influencing both affective and cognitive individual differences among language learners. The second variable, individual differences includes four sub-variables (two cognitive and two affective factors) which are intelligence (a determiner of how quick and how well the learner will acquire the language), language aptitude (verbal and cognitive abilities), m...

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...interrelated process of second language learning as presented in Gardner’s socio-educational model. Both of these variables affect an individual’s language learning in terms of attitude, perception and beliefs. A synthesis of review by Wesely (2012) concluded that some studies on learners’ attitudes, perceptions, and beliefs remained at descriptive level with no link made to outcomes but this small body of research is an interesting area of inquiry. Furthermore the description of learners’ attitudes, perceptions, and beliefs is proven to be an important contribution to the discourse in the field of second and foreign language learning. Therefore, the past studies discussed above have directed this study to investigate the undergraduates’ English language learning attitudes and their English language academic perceptions in the English language course they undertake.