Attitudes, Beliefs and Motivations: Differences Between Boys and Girls in Beginning French Classes
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This study explores students' attitudes, motivations and beliefs about French and foreign language and how they might affect the enrollment of boys and girls in French classes. A survey was given to middle and high school students in Waterford, Wisconsin which students were asked to rank statements about their attitudes, motivations and beliefs and the origin of their beliefs about French and foreign language using the Likert scale. Data were analyzed by gender and by language groupings: girls and boys in French, girls and boys in Spanish and girls and boys not learning a foreign language. Boys and girls in French had similar responses to many of the statements, however male and female students in Spanish and no language class often felt a bit differently. The most important fmding among French students is that foreign language teachers are very influential to students and their decision to take a foreign language course. Suggestions to encourage more students, especially boys, to enroll in French classes are included at the end of the study for French teachers. Survey is included as an appendix.
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