What could be learned about Speakers’ Language attitude? | Hanada Al-Masri | TEDxDenisonU

language attitudes are very strong

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