language attitudes are very strong indicators of our opinions and thoughts
indicators of our opinions and thoughts
indicators of our opinions and thoughts our feelings and our behaviors studying
our feelings and our behaviors studying
our feelings and our behaviors studying languages within they subtly the socio
languages within they subtly the socio
languages within they subtly the socio cultural social linguistic context is
cultural social linguistic context is
cultural social linguistic context is really an efficient way of telling us
really an efficient way of telling us
really an efficient way of telling us and explaining the language behavior as
and explaining the language behavior as
and explaining the language behavior as well has been a thing by which change
well has been a thing by which change
well has been a thing by which change but how often do we really think of our
but how often do we really think of our
but how often do we really think of our language attitudes how do we as speakers
language attitudes how do we as speakers
language attitudes how do we as speakers perceive our own linguistic choices and
perceive our own linguistic choices and
perceive our own linguistic choices and those individuals ISM others and also
those individuals ISM others and also
those individuals ISM others and also what factors would influence our
what factors would influence our
what factors would influence our preciouses foreign language variety over
preciouses foreign language variety over
preciouses foreign language variety over another today I will answer all of these
another today I will answer all of these
another today I will answer all of these questions and I will make specific
questions and I will make specific
questions and I will make specific reference to Arabic so let’s start first
reference to Arabic so let’s start first
reference to Arabic so let’s start first by a concept of attitude so why is
by a concept of attitude so why is
by a concept of attitude so why is attitude researchers defined it as it so
attitude researchers defined it as it so
attitude researchers defined it as it so as a psychological variable which has
as a psychological variable which has
as a psychological variable which has three main components the affective
three main components the affective
three main components the affective component which concerns the speaker’s
component which concerns the speaker’s
component which concerns the speaker’s feelings about language they liked it
feelings about language they liked it
feelings about language they liked it and hated about this Peters of language
and hated about this Peters of language
and hated about this Peters of language we also have me cognitive component
we also have me cognitive component
we also have me cognitive component which basically are the facts and
which basically are the facts and
which basically are the facts and knowledge about a language and finally
knowledge about a language and finally
knowledge about a language and finally we have behavioral component which is
we have behavioral component which is
we have behavioral component which is reaction or basically readiness to light
reaction or basically readiness to light
reaction or basically readiness to light so before I talk about language
so before I talk about language
so before I talk about language attitudes towards Arabic I would like to
attitudes towards Arabic I would like to
attitudes towards Arabic I would like to start with English and me will do this
start with English and me will do this
start with English and me will do this my show of hands and see if I can
my show of hands and see if I can
my show of hands and see if I can anybody how many of you think of this as
anybody how many of you think of this as
anybody how many of you think of this as good English okay yes thank you
good English okay yes thank you
good English okay yes thank you and how many of you think of this as
and how many of you think of this as
and how many of you think of this as good English okay good I see more
good English okay good I see more
good English okay good I see more consensus in this room as to the second
consensus in this room as to the second
consensus in this room as to the second one
one
one being an example of good English but why
being an example of good English but why
being an example of good English but why is that because basically we inherit our
is that because basically we inherit our
is that because basically we inherit our attitudes as members within each
attitudes as members within each
attitudes as members within each community so we do have their collective
community so we do have their collective
community so we do have their collective passages so let’s start to make every
passages so let’s start to make every
passages so let’s start to make every context there’s a few realistic
context there’s a few realistic
context there’s a few realistic realities of the airholes Arab speakers
realities of the airholes Arab speakers
realities of the airholes Arab speakers use two languages classical Arabic and
use two languages classical Arabic and
use two languages classical Arabic and vernacular area what do I mean by this
vernacular area what do I mean by this
vernacular area what do I mean by this so speakers in every single Arab country
so speakers in every single Arab country
so speakers in every single Arab country has their own vernacular with its own
has their own vernacular with its own
has their own vernacular with its own distinctive features that differ from
distinctive features that differ from
distinctive features that differ from other dialects are spoken parts with
other dialects are spoken parts with
other dialects are spoken parts with certain linguistic features but all
certain linguistic features but all
certain linguistic features but all Arabs use classical Arabic as the
Arabs use classical Arabic as the
Arabs use classical Arabic as the language of unity and so to describe the
language of unity and so to describe the
language of unity and so to describe the relationship between classical Arabic
relationship between classical Arabic
relationship between classical Arabic and they’re not you learn Arabic if I
and they’re not you learn Arabic if I
and they’re not you learn Arabic if I may say then we refer to as
may say then we refer to as
may say then we refer to as sociolinguistic situation called
sociolinguistic situation called
sociolinguistic situation called diagnosed you and my Lucia we refer to
diagnosed you and my Lucia we refer to
diagnosed you and my Lucia we refer to coexistence of two languages or two
coexistence of two languages or two
coexistence of two languages or two language varieties one in this case the
language varieties one in this case the
language varieties one in this case the last narrative being the high frame is
last narrative being the high frame is
last narrative being the high frame is the formal it’s the highly qualified
the formal it’s the highly qualified
the formal it’s the highly qualified probably more
probably more
probably more complex it’s specifically used for very
complex it’s specifically used for very
complex it’s specifically used for very very formal situations like political
very formal situations like political
very formal situations like political speeches like religious sermons and it
speeches like religious sermons and it
speeches like religious sermons and it is the language of writing whereas
is the language of writing whereas
is the language of writing whereas vernacular Arabic is basically little
vernacular Arabic is basically little
vernacular Arabic is basically little variety
variety
variety medium formal variety the dialect that
medium formal variety the dialect that
medium formal variety the dialect that is quoted by most population and most
is quoted by most population and most
is quoted by most population and most importantly it is not used for writing
importantly it is not used for writing
importantly it is not used for writing and so in the minds of parents they do
and so in the minds of parents they do
and so in the minds of parents they do believe strongly that the two varieties
believe strongly that the two varieties
believe strongly that the two varieties are so distinctive apart from a
are so distinctive apart from a
are so distinctive apart from a logically morphologically as in
logically morphologically as in
logically morphologically as in tactically that they can never lose
tactically that they can never lose
tactically that they can never lose except in power imagination and so why
except in power imagination and so why
except in power imagination and so why do we have that great respect for a
do we have that great respect for a
do we have that great respect for a facet of Arabic why is it bhai the
facet of Arabic why is it bhai the
facet of Arabic why is it bhai the revered variety well in the minds of
revered variety well in the minds of
revered variety well in the minds of Paris
Paris
Paris there are many reasons so any logically
there are many reasons so any logically
there are many reasons so any logically speaking classical Arabic is the
speaking classical Arabic is the
speaking classical Arabic is the language of unity it’s an expression of
language of unity it’s an expression of
language of unity it’s an expression of Arab identity historically speaking is
Arab identity historically speaking is
Arab identity historically speaking is the symbol of civilization and
the symbol of civilization and
the symbol of civilization and linguistically of course it’s the most
linguistically of course it’s the most
linguistically of course it’s the most beautiful the most eloquent and has been
beautiful the most eloquent and has been
beautiful the most eloquent and has been a foot hop and functionally it is the
a foot hop and functionally it is the
a foot hop and functionally it is the language of Education and the language
language of Education and the language
language of Education and the language of formal communication most importantly
of formal communication most importantly
of formal communication most importantly that provides ears to other groups
that provides ears to other groups
that provides ears to other groups basically is the language of the most
basically is the language of the most
basically is the language of the most sacred text which is not so because of
sacred text which is not so because of
sacred text which is not so because of this again the two varieties can never
this again the two varieties can never
this again the two varieties can never beat except in our imagination my
beat except in our imagination my
beat except in our imagination my research indicates otherwise
research indicates otherwise
research indicates otherwise so in my research I asked my respondents
so in my research I asked my respondents
so in my research I asked my respondents Arabic speakers about their attitudes
Arabic speakers about their attitudes
Arabic speakers about their attitudes and feelings about the vernacular Arabic
and feelings about the vernacular Arabic
and feelings about the vernacular Arabic in this case jordanian air overwhelming
in this case jordanian air overwhelming
in this case jordanian air overwhelming majority said they had favorable
majority said they had favorable
majority said they had favorable affective attitudes toward spoken but
affective attitudes toward spoken but
affective attitudes toward spoken but when i asked them about their beliefs
when i asked them about their beliefs
when i asked them about their beliefs and whether they think that vernacular
and whether they think that vernacular
and whether they think that vernacular arabic is more important that classical
arabic is more important that classical
arabic is more important that classical Arabic overwhelming majority had an
Arabic overwhelming majority had an
Arabic overwhelming majority had an unfavorable cognitive attitude and as we
unfavorable cognitive attitude and as we
unfavorable cognitive attitude and as we cannot notice there’s a lack of harmony
cannot notice there’s a lack of harmony
cannot notice there’s a lack of harmony between speakers emotions of the
between speakers emotions of the
between speakers emotions of the one-half and speaker attitudes and
one-half and speaker attitudes and
one-half and speaker attitudes and beliefs on the other half we can also
beliefs on the other half we can also
beliefs on the other half we can also notice speakers that with certainty
notice speakers that with certainty
notice speakers that with certainty about their attitudes as well we totally
about their attitudes as well we totally
about their attitudes as well we totally would like to think of this as a
would like to think of this as a
would like to think of this as a predictor of change and another question
predictor of change and another question
predictor of change and another question I asked my respondents about their
I asked my respondents about their
I asked my respondents about their perception of other speakers who use
perception of other speakers who use
perception of other speakers who use classical Arabic and whether there are
classical Arabic and whether there are
classical Arabic and whether there are loyal or detached from their community
loyal or detached from their community
loyal or detached from their community again speakers or respondents have
again speakers or respondents have
again speakers or respondents have majority of their respondents being
majority of their respondents being
majority of their respondents being favorable cognitively to classical
favorable cognitively to classical
favorable cognitively to classical Arabic because they said
Arabic because they said
Arabic because they said are loyal to the language and also
are loyal to the language and also
are loyal to the language and also closer and that detached from their own
closer and that detached from their own
closer and that detached from their own communities but when I asked speakers
communities but when I asked speakers
communities but when I asked speakers about the diamond they use or they write
about the diamond they use or they write
about the diamond they use or they write either use that word again
either use that word again
either use that word again there was this favorable positive
there was this favorable positive
there was this favorable positive feeling towards using an ocular into
feeling towards using an ocular into
feeling towards using an ocular into daily life communications and so again
daily life communications and so again
daily life communications and so again here we see and this propensity or
here we see and this propensity or
here we see and this propensity or mismatch between speakers it is on the
mismatch between speakers it is on the
mismatch between speakers it is on the one hand and speakers behavior on the
one hand and speakers behavior on the
one hand and speakers behavior on the other hand again we’d like to think of
other hand again we’d like to think of
other hand again we’d like to think of this as a prediction of change and so
this as a prediction of change and so
this as a prediction of change and so the result is the clear-cut line that
the result is the clear-cut line that
the result is the clear-cut line that separated classical Arabic from
separated classical Arabic from
separated classical Arabic from vernacular Arabic that Lily existed for
vernacular Arabic that Lily existed for
vernacular Arabic that Lily existed for a very very long time is becoming a
a very very long time is becoming a
a very very long time is becoming a little Larry
little Larry
little Larry so attitudes are slightly changing
so attitudes are slightly changing
so attitudes are slightly changing speakers behaviors like a changing and
speakers behaviors like a changing and
speakers behaviors like a changing and the change is coming going this way it’s
the change is coming going this way it’s
the change is coming going this way it’s happening sooner or later with that I
happening sooner or later with that I
happening sooner or later with that I would like to conclude by examining the
would like to conclude by examining the
would like to conclude by examining the language attitudes and complexities of
language attitudes and complexities of
language attitudes and complexities of language attitude I do think we can
language attitude I do think we can
language attitude I do think we can predict language change and needs to be
predict language change and needs to be
predict language change and needs to be embraced and accepted even though it
embraced and accepted even though it
embraced and accepted even though it might cause a confusion or
might cause a confusion or
might cause a confusion or dissatisfaction uncertainty along the
dissatisfaction uncertainty along the
dissatisfaction uncertainty along the way but it has to be accepted as the
way but it has to be accepted as the
way but it has to be accepted as the natural language development for living
natural language development for living
natural language development for living languages and so next time when you
languages and so next time when you
languages and so next time when you observe a change in language or NSP
observe a change in language or NSP
observe a change in language or NSP behaviors I invite you to enjoy that
behaviors I invite you to enjoy that
behaviors I invite you to enjoy that change to embrace it and not judge it
change to embrace it and not judge it
change to embrace it and not judge it negatively because us Shakespeare once
negatively because us Shakespeare once
negatively because us Shakespeare once said there’s nothing either bad or what
said there’s nothing either bad or what
said there’s nothing either bad or what but thinking
”
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