Slovenian children’s perceptions of and attitudes towards foreign languages

Abstract

The main aim of the article is to identify Slovenian children’s attitudes towards foreign languages (FL), their motivation for learning languages, the influence of different significant others (teachers, parents, peers) on their language attitudes, and the ways they perceive languages which they are exposed to. The focus is on FLs in general rather than on a particular FL. The study is linked to the project ‘Languages Matter’ whose principal goal is to determine which factors support the creation of a supportive learning environment for the development of plurilingualism in the Slovenian school context. The article presents the results of a survey conducted in different primary schools in Slovenia on a population of 472 pupils aged 8/9 (n = 472). The survey questionnaire consists of two parts. The first part uses the LANGattMini scale (Bratož et al., 2021) to investigate the following factors: FL learning motivation, FL attitudes, and importance of significant others. The second part uses a qualitative paradigm and aims to gain an insight into the respondents’ perceptions of FLs. The results of the study indicate that children‘s attitudes towards FLs are generally positive but at the same time build a complex picture of interdependence between attitudes, motivation, and significant others.