COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA)

This study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of foreign languages. It is also hypothesized that no significant differences existed between the two groups toward the positions that foreign language study should begin in the elementary school; that it should be continued in high school; that all students should have the option to take more than one language; and that all students should be required to take a foreign language. Findings indicate that significant statistical differences exist in the following positions: (1) that foreign language study should begin in the elementary school; (2) that foreign language study should continue in high school; and (3) that all students should be required to take a foreign language. Liceo Zorrilla tenth grade students favor these positions more markedly than Western High School tenth grade students. However, the correlation between the variables is weak. There is a high percentage of undecided Western High School respondents in the first of the two issues, and a high percentage of negative responses to the third issue from both groups. Significant differences do not exist in the following: (1) the attitude of the two groups toward selected aspects of the study of foreign languages; and (2) the position that all students should have the option to take more than one foreign language. The major conclusion reached is that tenth grade students in Western High School appear to be favorable toward an expansion of foreign language programs, as long as they are not required for all students. The major recommendations include: (1) additional comparative studies; (2) research regarding the job market in the community relative to foreign language needs; (3) steps to expand and improve foreign language programs in the country; and (4) additional studies of international magnitude.