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(Language) Awareness: a Foray Into the Realm of People's Perceptions Of, Attitudes Towards, and Conceptions About Language Evan Zelezny-Green SIT Graduate Institute

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(Language) Awareness: a Foray Into the Realm of People's Perceptions Of, Attitudes Towards, and Conceptions About Language Evan Zelezny-Green SIT Graduate Institute SIT Graduate Institute/SIT Study Abroad SIT Digital Collections MA TESOL Collection SIT Graduate Institute 2010 Attempting to Analyse (Language) Awareness: a foray into the realm of people's perceptions of, attitudes towards, and conceptions about language Evan Zelezny-Green SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/ipp_collection Part of the Anthropological Linguistics and Sociolinguistics Commons Recommended Citation Zelezny-Green, Evan, "Attempting to Analyse (Language) Awareness: a foray into the realm of people's perceptions of, attitudes towards, and conceptions about language" (2010). MA TESOL Collection. 514. https://digitalcollections.sit.edu/ipp_collection/514 This Thesis is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in MA TESOL Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. ATTEMPTING TO ANALYSE (LANGUAGE) AWARENESS: A FORAY INTO THE REALM OF PEOPLE’S PERCEPTIONS OF, ATTITUDES TOWARDS, AND CONCEPTIONS ABOUT LANGUAGE BY EVAN ŽELEZNY-GREEN SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER OF ARTS IN TEACHING DEGREE AT THE SCHOOL FOR INTERNATIONAL TRAINING GRADUATE INSTITUTE, BRATTLEBORO, VERMONT, USA 31 OCTOBER 2010 IPP ADVISOR: BEVERLEY BURKETT The author grants the SIT Graduate Institute permission to reproduce and distribute this paper, in whole or in part, in either electronic or in print format. Author’s Signature: _____________________________________________ © Evan Železny-Green, 2010. All rights reserved. ii This project by Evan Železny-Green is accepted in its present form. Date: 31 October, 2010 Project Advisor: Beverley Burkett Project Reader: Ronda Zelezny-Green Acknowledgments: I would like to thank my advisor, Beverley Burkett for being so flexible and working with me on a somewhat erratic timeline. Bev always seemed to understand what I was trying to get at, even when I didn’t have the best words to explain my thoughts. My gratitude also goes out to the people who read my drafts and offered their feedback – most significantly, my life partner Ronda, who dedicated hours of her time to help me through this undertaking, and Nasra Adan, Shonali Edward, Adrenee Robinson, and Lauren Slane. Also to mention are the countless people I have had the pleasure to meet on my life journey who have inspired me to develop a fascination with language, society, and the world in general. But my deepest gratitude is reserved for the hundreds of people who participated in my study. They all contributed their valuable time completing the questionnaire to provide me entrance to their personal views on language, and without them this project would not have come to fruition. iii ABSTRACT This paper presents the process and results of a written questionnaire administered online to 200 individuals, designed to elicit their perceptions of, conceptions about, and attitudes towards language. The questionnaire was based on similar questionnaires presented orally in small groups to European pupils in the context of Language Awareness curriculum projects. The author presents respondents' answers to each question, grouped according to major patterns and underlying themes in the responses. Finally, possible questions for further research are posed, based on the patterns that emerged in the current study. iv EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) DESCRIPTORS Language Awareness Language Attitudes Language Metalinguistics Questionnaires v TABLE OF CONTENTS Educational Resources Information Center (ERIC) Descriptors ....................... v Table of Contents ............................................................................................... vi Introduction and Background ......................................................................... - 1 - Introduction .......................................................................................... - 1 - Background ......................................................................................... - 5 - Description of Study ....................................................................................... - 9 - Aims and Objectives ........................................................................... - 9 - Methodology ...................................................................................... - 10 - Description of sample ....................................................................... - 12 - Analysis of Data and Discussion ................................................................. - 24 - Question 1: What languages have you heard of? List the first languages you think of, up to ten. .................................. - 25 - Question 2: Do you know of any dialects? What are they called? .................................................................................... - 30 - Question 3: Are those dialects languages? Why/why not? ............. - 40 - Question 4: What is language? ........................................................ - 50 - Question 5: What makes languages different from one another? (If it helps, think about a particular foreign vi language and how it differs from your mother tongue/first language.) ........................................................... - 55 - Question 6: Do animals have a language? Why/why not? If so, how is it different from human language? ....................... - 62 - Question 7: Do you think people should be allowed to use their first language in a second/foreign language class? Why/why not? ............................................................ - 72 - Conclusions .................................................................................................. - 82 - Tables ........................................................................................................... - 96 - References ................................................................................................. - 110 - vii INTRODUCTION AND BACKGROUND INTRODUCTION During the 2009-2010 academic year, I completed an independent study as part of my Masters in Teaching program during which I delved into the world of the European Language Awareness movement. In simple terms, this movement is about just what its name implies: nurturing peoples’ awareness of language. I was attracted to this movement because it reflected what I had experienced in my own life – the more I had learned about other languages and cultures, the more I had been brought face to face with my own mother tongue and native culture, and forced to view them in a more objective light which would have otherwise been impossible. This is a central theme in the movement, that through exposure to and study of multiple languages, the more awareness one develops vis-à-vis his own language and language in general. As I read more about the movement, I became curious about this awareness. Although many authors have attempted to describe it, it seemed to be something quite elusive, the sort of thing about which it can be said that a person has it or doesn’t have it, in the way one might say “such-and-such a person is quite introspective or not at all introspective”, but beyond that it would be difficult to describe in detail. After some time, I began to wonder if there were any way this awareness might be analysed. Was it possible to describe it, to say how much awareness a person had? It seemed that this would be a difficult task, 1 because language awareness is not the sort of thing that can easily be measured. Language awareness might in part be described as an ability to think objectively about language, and if two people think about something they are more than likely bound to arrive at two different conclusions, as in the Indian tale of the blind men and the elephant. Therefore, one cannot rely purely on their answers in and of themselves to determine whether these people have language awareness; it is rather in the thinking process itself that the awareness lies. On the other hand, two people might also end up producing the same conclusion about linguistic question, but might have arrived at it in two very different ways, one through a process of intense objective reflection and comparative analysis, and the other by simply repeating a statement that his teacher told him is correct. In this case, although the latter might be said to have some amount of language awareness, in that he possesses knowledge about language, the former is certainly more sensitive to language, and thus in my opinion, would have more language awareness. Thus my curiosity about the seemingly difficult task of evaluating language awareness was piqued, and I subsequently decided to attempt an exploratory study of individuals' awareness of, attitudes towards, and conceptions about language. In searching for past studies on the topic, I found two instruments (Belanger, 1995; Bloor, 1986) that were created in attempts to evaluate people’s language awareness. However, these questionnaires were designed using an approach different from that which I wanted to use. They asked respondents questions on topics such as writing 2 mechanics, grammar, the etymology of place names, and the meaning of abbreviations (Belanger, 1995), and language families and language distribution (Bloor, 1986), that for the most part had “right” and “wrong” answers. The objective of both tools seemed to be to determine in a somewhat quantitative
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