110 • Attitudes of Students toward Foreign Languages Channels 2023 pt hr eo mS ipnaenni cs eh i nt etahceh Ue rnsi t es tda St et ad t et sh. aOt n set uo -f du seenftus l tphearnc et hi vee o tShpearnliasnhg utaog ebseo f mf e roerde aS tp at nh ei s hh i gahs s“cuhsoeof ul . l ”S, t uadnedn t “si md epsocrrtiabnetd” wt hhee nF Ls. t aAtdi ndgi t iwo nhayl ltyh, eoyncl yh oosne et oF rset undc hy sl et nu dt el annt gmu aegnet i oi nn et hd e Fwr eonrcl dh tios daa yp. rTehv aa t- mi s he as nt us d3e2n tosustt aotfe1d4t4h eo rr e2a2s o. 2n%t hoefySwp ea rne- tl aank gi nuga gS ep a inni s ht hi es bwe coarul ds e oi tr ,i s ma oproep ui lma r- pL iokret ratnittleymi snh otwh ee d Ut hnai tte8d7 . 0S t%a toe sf .S pTahne- isst hr oanngdl yF raegnrcehe s tt uh da te n“ttsh ee i t fhoerre ai ggnr e el a on r- gl aunagguea g teh ei ny tshteu dwy o rilsd at ond aiym” paosr t at hnet me reaagne r eosf p ot nh see wL iakse4r t. 3 7i t, et hme hfirgohme s t tahve- sf ot uu dn ednt th qa tu we sht ei onntnhaeirree .i sCai dn ee tmapl .h(a2s 0i s0o9n) si mo mp oert thai nn tg, eixt t ecranna l rt eol taht ee sttou dDe nö tr nbyeei ni ’gs ot aui gnh t -ht oo wL 2 st ehlifs. I t i mi s pdai cf ftisc u l ts et cooansdcaerry- si tt uddoeenst ss’ hmo owt i vt ha taito ns ef oc or nt adkairnyg sat uF Ld ,ebnut st bF reel inecvhe, aFrLes ,i mopr o ratta nl et al satn gSupaagneiss hi n at nhde world. L2 Learning Experiences Ad es nwt si t’ hi dtehael LL 2i kseerltf ,i tCermo ns bma ce ha ’ssuarlipnhg as ft our- ti nh ge Le xi kpeerrt i ei tnecme ss rwe al as t e0d. 8 t6o wt hhei cLh2 sl eh ao rwn s- tmh ee ainnst et hr ne aLl i kr ee lri ta ibt iel imt ys ws eaesmg tooo md , ewa shui cr he the same thing or the L2 learning edxepnet sr i e nhciegsh l(iWg hatgende r ,t2h0a t1 0 )t. hSeoym e“sl itkue- loefa3r .n8i4n go na Ft hL e” wL iikt he rat ni taevme raangde r7e1s. p5 o%n soef st ht ue dy ebnetlsi e av ge rtehee yoar r es ttrroyni ng gl yt haegirrebee st th taot ll ee aa rr nn i an gF Le. xOpveer ri etnhcee rs ersepmo na si ne es dt ontehuet rLa2l wa riot hu n da n 3 a. 0v0e.r aDg öe r nLyi ke ie r t( 2 0s c1o9r)e sbt aeti ne dg tchoenrceepistuaalnizeeed for to redefine and re- the L2 learning es ox np ’esr i emnoctei sv at ot i os ene. hOonwe i tniomt apbalcet s tah epme re- sdue pn pt oqrut ee sdt iboyn an aLiirkeesr twi at es ms t fur do emn tt sh et hsitnuk- lienagr. ning another language is interestLearning Another Language is Interesting Th ihgeh smc ho soto l psrt euvdaelne tnst f ot hr ewmhey at hme oy nagrset sc tauudsye i nlge aarFnLi nwg a sa ndoi st choevr e rleadn gt ou abgee b ei s- it ni ot ne reeds itti nags aa sr e3a1s .o6n%t hoefy sat rued setnutds ymi negna- F“ fLu. nS, ”t uodre n“ itns t ue rs ee sdt iandgj ”e cttoi vde es slci kr ieb “ec ohoolw, ” tl ehaeryn ipnegr caebi voeudt tFhLes , cluelat runr ien ga sas oFc Li a, t eodr ws t ai tthe dt h“ es t uFdLy. i nTgh ea fLoirkeei rgtn iltaenmg u awghei cihs i7n4t .e6r%e s ot ifnsgt ”u ds ue np tpsoar gt sr etehdi swsiut hb tthhei smi de eaas. Ta theids swuibt h- t ht heemied ec aoluLl d2 hsaevl fe, bbue te nI baes lsioe cvie- ti nh aWt we si tt ehr An mP eAr, i ci ta ni s sme coorne daaprpy l isctaubdleenttos appe pr ileynict etso. tOhne es tSupdaennitssh’ Lt2e al ec ha renr i nngo teexd- tPhAa tt esnt uddteonvt si eawt tahFi sL sacsh oa osluibnj eWc te ms t eorrne
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