Rescue Government

Introduction The learning situation or the classroom essentially plays a momentous role in the learning of the foreign language since the learner has no access to the target language beyond the classroom door (Brown 2001). That is, it is the classroom where the foreign language (FL) learner receives the input from the teacher, practises the target language skills with the teacher and the fellow learners and shows his/her performance in the language before his/her teacher and classmates. Gardner (1985a) notes that for the FL learner the language classroom might be the only place in which the learner encounters the target language and the teacher might be the prime user of the language. He then maintains consequently, the course and the teacher can become closely associated with the language material, and attitudes toward them could thus become hi scholarships for high school students ghly influential (1985a: 7). He accordingly predicts that where learner reaction to the learning situation is positive, other factors being equal, the learner will have a pleasant experience with the target language and will be encouraged to continue. Besides, Haque (1989), Gordon (1980) and Naiman et al. (1978) reveal significantly positive associations between indices of learner attitudes towards the teacher and the language course and proficiency in the target language. Moreover, as a teacher of the English language, I have had the opportunity to observe that there is some degree of interaction between the factors of the learning situation the teacher, the course, the fellow learners and the prevailing atmosphere and the proficiency of the learner of English as a foreign language (EFL), especially in his/her productive skills writing and speaking.