INVESTIGATING THE TRIPATRITE MODEL OF ATTITUDES TOWARDS FOREIGN LANGUAGE LEARNING AMONG UNDERGRADUATE LINGUISTICS STUDENTS IN UNIZIK

Abstract

This study investigated the tripartite model of attitudes towards foreign language learning among undergraduate linguistics students in Awka, Nigeria. The tripartite model posits that attitudes consist of three interrelated components: cognitive, affective, and behavioural. The study aimed to examine the extent to which this theoretical framework explains the attitudes of linguistics students towards learning foreign languages. A sample of 165 undergraduate students from the Department of Linguistics at Nnamdi Azikiwe University in Awka participated in the cross-sectional study. Data was collected using a self-administered questionnaire adapted from previous language attitude research, including items from established instruments such as the Attitude/Motivation Test Battery (AMTB). The questionnaire gathered demographic information and assessed the students' cognitive, affective, and behavioural attitudes towards learning the foreign language course- Chinese, French, and German languages, together with the correlation between these three attitudes that make up the model. The findings revealed that the students held overall positive affective and behavioural attitudes towards foreign language learning, despite exhibiting mixed cognitive views. Students identified teaching methods and peer learning as important factors shaping their attitudes. The results provided support for the tripartite conceptualization of attitudes in the foreign language learning context. The study highlighted the need to address the cognitive, affective, and behavioural aspects of attitudes in order to foster more positive dispositions towards learning new languages among linguistics students. Recommendations are provided for enhanced scaffolding, pragmatic immersion, and targeting initial obstacles and lower proficiency areas to strengthen students' learning experiences and outcomes through evidence-based program refinement.