Scientific progress volume ǀ issue ǀ

ǀ
ISSUE 2 
ǀ
2022 
ISSN: 2181-1601
Uzbekistan
 
www.scientificprogress.uz
 
Page 752
STUDENTS' ATTITUDES TOWARDS FOREIGN LANGUAGES AND THEIR 
METHODOLOGY OF LANGUAGE LEARNING 
 
Sitora Muzaffar qizi Shirinqulova 
Samarkand State Institute of Foreign Languages 
 
Abstract 
The article is about students' language learning methods and their attitude towards 
language. Mainly, the article provides information about the possibilities of language 
learning and effective ways of learning it. 
Keywords: 
language learning attitudes, students’ attitudes, methodology, 
language learners, factors. 
 
Main part 
Numerous studies have been conducted on the students’ attitudes and beliefs 
concerning language learning. In the past two decades, Horwitz’s [1] (1987) Beliefs 
About Language Learning Inventory (BALLI) has been extensively used for various 
research aiming, for instance, to investigate the links between proficiency and beliefs 
(Mantle-Bromley, 1995), the influence of culture on beliefs (Horwitz, 1999), the 
differences between the genders influencing beliefs (Tercanlioglu, 2005), etc.
Students’ attit
udes towards learning a foreign language are one of the basic factors 
which influence the learning success. Their significance was recognised by foreign 
language teachers, and numerous research have emphasised different aspects of their 
considerably significant role in successful mastering of a foreign language. Victori and 
Lockhart (1995, p. 224), in the context of foreign language learning, define beliefs as 
“general assumptions that students hold about themselves as learners, about factors 
influencing 
learning and about the nature of language learning”. Students learning in 
tertiary institutions all over the world have undergone tremendous transformation, 
especially since the advent of information and communication technology (ICT) 
(Bassey et al, 2007)[2].
Attitude as a major factor affecting learning processes, may be implicit hence has not 
attracted enough attention from all stakeholders in education and therefore, it is 
important to consider the fact that learners can mainly contribute to their learning 
outcomes as a result of their belief and perceptions about the subject matter e.g. whether 
they like it or not and whether they see any value in it. Attitudes are seen as more or less 
positive and encompass emotions, beliefs, values and behavior and hence affect 
individual way of thinking, acting and behaving which has a lot of
implications to teaching and learning. Attitudes are psychological orientations 
developed as a result of one’s experiences which influences a person’s view of 

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SCIENTIFIC PROGRESS
VOLUME 3