Abstract
Given the existing relations between language attitudes and linguistic competence, and places in the bilingual context of the Republic of Ireland (Irish/English) the goal of the present study is twofold: first, attitudes towards the Irish language are described, and second, variables that can explain such attitudes are studied. These include: family language, linguistic proficiency in Irish, residence (Gaeltacht vs. Galltacht), cultural identity, socio-educational background and gender. In addition, attitudes towards Irish and English will be compared.
A questionnaire that had been successfully used in other areas was adapted and used in a sample of 62 adult speakers of Irish, about half of them (N=27) coming from traditionally Irish-speaking areas, or Gaeltacht, and the other half (N=35) coming from English-speaking areas, or Galltacht. 33 females and 29 males took part in the study. The mean age was M=35.5, SD=10.35. All participants had undergone secondary education in the Republic of Ireland.
Globally, results show neutral attitudes towards Irish and somewhat unfavourable attitudes towards English. The information of the participants’ attitudes to the Irish language proved not to be correlated with any of the independent variables.
Possible intervening variables, unaccounted for in the questionnaire design, were suspected to be responsible for shaping the respondents’ Irish language attitudes. An open-ended question in the survey revealed great dissatisfaction over the way Irish is taught in schools as well as lament over the lack of opportunities to use the language in an everyday context.
Table of Contents
1. Introduction
2. Literature Review: Language attitudes in perspective
2.1 The Cognitive-Affective-Behaviour Model of Attitudes (1960)
2.2 The Socio-Educational Model (1985)
2.3 Critique of the Socio-Educational Model
2.4 The interrelation of language attitide and language acquisition
2.5 Irish Language Surveys in the historical context
2.6 Hypotheses
3. Methodology
3.1 Questionnaire
3.1.1 Distribution and response rate
3.1.2 The Questionnaire Design
3.2 Participants
3.3 Data protection and research ethics
3.3.1 Data protection
3.3.2 Research ethics
3.4 Data Analysis
4. Findings
4.1 Irish language attitudes
4.2 Irish language attitudes and county of origin
4.3 Attitudes towards Irish and English
4.4 Irish language attitudes and Irish linguistic proficiency
4.5 The role of cultural identity in the formation of language attitudes
4.6 The role of family language in the formation of language attitudes
4.7 The role of gender and education in forming attitudes towards Irish
4.8 Personal accounts of the importance of the Irish language
5. Summary and discussion
5.1 Summary of results
5.2 Possible intervening variables
5.2.1 Irish instruction in school
5.2.2 Lack of opportunities to speak Irish
5.3 Attitudes towards Irish and English
6. Conclusion
Research Objectives and Themes
The primary objective of this study is to describe the language attitudes of adult Irish speakers in the Republic of Ireland and to analyze the variables that influence these attitudes. The research aims to understand how factors such as linguistic proficiency, cultural identity, and educational background shape the perception of the Irish language compared to English.
- Analysis of factors influencing language attitudes in a bilingual context.
- Evaluation of the relationship between linguistic proficiency and attitudes towards the Irish language.
- Examination of the impact of the educational system and school instruction on language perception.
- Comparison of attitudes between residents of Gaeltacht and Galltacht regions.
- Investigation of the role of cultural identity and family language in forming language attitudes.
Excerpt from the Book
2.4 The interrelation of language attitude and language acquisition
One question that has been discussed extensively (Gardner and Clement, 1990) refers to the issue of cause and effect of the correlation between attitudes and motivation on the one hand and language acquisition on the other. Since data in attitude studies tends to be of correlational nature, Gardner raises the question: “If attitudes and motivation influence how well someone learns a second language, is it not equally possible that the experience of learning a second language influences attitudes and motivation?” (Gardner. 1985. p. 84)
Gardner stresses that attitude change as a possible non-linguistic outcome can be caused by mere exposure to the language, not only by language learning. Gardner, Clement, Baker&MacIntyre (2003) point out that “second language use is one of the most effective avenues toward improving and promoting intercultural communication in a multicultural society” (p. 190), which necessarily implies a learner’s willingness to communicate as a significant factor.
The interaction of attitude and language acquisition becomes obvious in the models that intend to report multilingual communicational situations (Sachdev and Bourhis. 2001) or analyses of the interrelation of individual differences and contextual variables with respect to the processes of L2 acquisition (Clement and Gardner, 2001). In addition, Baker (1988, 1992), emphasizes the fact that attitudes do not have a biological origin but can be learned, and, even though they might seem to be persistent, they are vulnerable to being modified. In this sense Sanchez and Rodriguez (1983. p. 13) point out that learning a L2 can change the attitudes of the subjects towards the language community, which has the language in question as their mother tongue. However, in a previous research the same authors claim that the opposite is the case and that attitudes are relatively stable personal characteristics that determine the progress of language acquisition, and not the other way round. (Sánchez and Rodriguez, 1997, p. 133-134).
Summary of Chapters
1. Introduction: Outlines the dual aim of the study to describe adult attitudes towards Irish and the variables influencing these perceptions.
2. Literature Review: Language attitudes in perspective: Discusses theoretical frameworks like the Cognitive-Affective-Behaviour model and the Socio-Educational model to establish a basis for attitude research.
3. Methodology: Details the research design, including the use of an adapted questionnaire, the participant selection process, and data analysis techniques.
4. Findings: Presents the empirical results, showing neutral attitudes towards Irish and noting the impact of school experiences on language perception.
5. Summary and discussion: Interprets the findings by identifying school instruction and lack of daily usage opportunities as key intervening variables.
6. Conclusion: Synthesizes the study's outcomes and suggests that future research should focus on broader societal issues and qualitative data to better understand language attitudes.
Keywords
Irish language, language attitudes, second language acquisition, socio-educational model, Gaeltacht, linguistic proficiency, cultural identity, bilingualism, language policy, language maintenance, motivation, school instruction, survey research, sociolinguistics, Republic of Ireland.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on investigating the language attitudes of adult speakers of Irish in the Republic of Ireland and identifying which variables, such as family language or residence, shape these attitudes.
What are the central themes discussed?
The study covers the interrelation between language attitudes and language acquisition, the impact of historical Irish language surveys, and the role of cultural and educational backgrounds.
What is the main research question?
The central question is to describe the attitudes of adult Irish speakers towards the Irish language and to determine if specific variables like proficiency, identity, and background can explain these attitudes.
What research methodology was employed?
The author utilized a quantitative approach by distributing a written questionnaire consisting of 71 closed-ended questions and one open-ended question to 62 adult participants.
What is covered in the main body?
The main body examines theoretical models of attitudes, provides a historical overview of Irish language surveys, details the study's methodology, presents statistical findings, and discusses external factors like school instruction.
Which keywords best describe this study?
Key terms include Irish language, language attitudes, socio-educational model, Gaeltacht, cultural identity, and language acquisition.
Why did the study find no correlation between cultural identity and language attitudes?
The study suggests that the measurement tool (GEQ) used for cultural identity might have focused more on specific practices and behaviors rather than broader sentiments or values, potentially masking the correlation.
How does the author explain the neutral attitude towards the Irish language?
The author identifies the "uninspiring" and rigid nature of Irish language instruction in schools, as well as the perceived lack of practical utility for the language in everyday life, as primary reasons for these neutral attitudes.
- Quote paper
- Sandra Beyer (Author), 2005, Origins and development of language attitudes towards the Irish language in the Republic of Ireland, Munich, GRIN Verlag, https://www.grin.com/document/145132
