Teresa J. Kennedy (Ph.D., University of Idaho) is Associate Professor of Foreign Language Education, College of Education, University of Idaho, Moscow, Idaho.
The FLES Attitudinal Inventory
Article first published online: 31 DEC 2008
© 2000 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 33, Issue 3, pages 278–289, May 2000
How to Cite
Kennedy, T. J., Nelson, J. K., Odell, M. R. L. and Austin, L. K. (2000), The FLES Attitudinal Inventory. Foreign Language Annals, 33: 278–289. doi: 10.1111/j.1944-9720.2000.tb00606.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract: This study investigated attitudinal changes experienced by elementary students studying a second language and presents the development of an attitudinal assessment instrument, its reliability, and a summary of findings from initial administrations of the inventory. The primary purpose of this study was to compare attitudinal differences between elementary students (K-5) involved in a regular Foreign Language in the Elementary Schools (FLES) program with their peers who were not provided with additive foreign language curriculum. Results from the study showed that students participating in FLES programs had positive attitudes relating to school, perceived difficulty in language acquisition, perceived desirability of foreign language study, cultural views, and student self-esteem and confidence levels in relation to their academic achievement in comparison with their non-FLES peers. The conclusions of this study suggest that FLES programs provide students with improved motivation to participate, to persist, and to succeed in second language study.