Aspects of Language Attitude

Language attitudes are complex evaluative reactions to different language varieties, encompassing three primary components: **cognitive**, **affective**, and **conative**. These components help explain how individuals perceive, feel about, and behave towards languages.

## Cognitive Component

The cognitive aspect involves an individual's beliefs and knowledge about a language. This includes perceptions regarding its status, utility, and the social groups associated with it. For instance, individuals may believe that speaking a particular language correlates with intelligence or socioeconomic status. Research indicates that language attitudes often stem from social categorization and stereotyping processes, where listeners use linguistic cues to infer social group membership and subsequently attribute stereotypic traits to speakers based on those inferences[1].

## Affective Component

The affective component pertains to the emotional responses individuals have towards a language. This can include feelings of pride, enthusiasm, or even disdain associated with specific languages or dialects. Affective responses can significantly influence motivation in language learning; for example, learners who feel positively about a language are more likely to engage with it actively[2][3].

## Conative Component

The conative aspect refers to the behavioral intentions or actions related to an attitude object. This includes the willingness to use a language or engage in behaviors that reflect one’s attitudes towards it. For instance, students who hold positive attitudes towards English may demonstrate greater effort in learning and using the language[2][3]. However, these intentions do not always translate into actual behavior, as external factors such as peer influence and societal expectations can impact the extent to which individuals act on their attitudes[4].

## Scholars and Theories

Several scholars have contributed to understanding these components of language attitudes:

- **Marko Dragojevic** emphasizes the role of cognitive processes in forming language attitudes through social categorization and stereotyping[1].

- **Fishbein** highlights that the conative component consists of intentions rather than concrete actions, indicating a distinction between what individuals intend to do versus what they actually do[2].

- **Gardner's socio-educational model** links motivation and attitude in language learning contexts, suggesting that positive attitudes enhance motivation and ultimately lead to better learning outcomes[7].

In summary, understanding language attitudes through cognitive, affective, and conative lenses provides a comprehensive framework for analyzing how individuals interact with languages. These dimensions not only influence personal beliefs and feelings but also shape behavioral intentions and actions in various social contexts.

Citations:

[1] https://oxfordre.com/communication/display/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-437

[2] https://repository.ump.ac.id/8569/3/CHAPTER%20II_FIRDA%20ARDITYA%20SEPTIARA_PBI'19.pdf

[3] https://jurnal.fkip.unmul.ac.id/index.php/e3l/article/download/1959/1107

[4] https://www.academia.edu/62936547/A_Sociolinguistic_Perspective_of_Betawi_Adolescents_Attitude_Towards_Mother_Language

[5] https://journals.sagepub.com/doi/10.1177/0261927X20966714

[6] https://www.atlantis-press.com/article/125967761.pdf

[7] https://www.tandfonline.com/doi/full/10.1080/01434632.2022.2137516

[8] https://ejournal.ipinternasional.com/index.php/ijere/article/download/897/815/5973