چكيده
Among different factors influencing studentsʹ learning language, affective variables such as attitudes, orientation, and motivation are thought to be important factors for different achievement. Among these various variables, attitude is considered one of the key factors in motivating the students to learn language.The purpose of the present study was to investigate the relationship among attitudes of English language student and teacherʹs towards each other with studentsʹ achievement at Public Female High schools of Rasht. It was proposed that the result of this study would add to the body of English language learning knowledge and resource available to enrich the learning experience and impact on the studentsʹ achievement. To this end, the correlation among studentsʹ attitude towards their English teachers, and vice versa was analyzed, as well whether or not this relationship affected studentsʹ achievement. In order to collect the required data, two questionnaires were utilized.The questionnaires were distributed among 335 female English language students and 10 female English language teachers from Rasht High schools. Three aspects of attitude (emotional, cognitive, and behavioral) were taken into consideration. In addition, the effect of studentsʹ demographics on their attitudes was investigated. The studentʹ questionnaire was used in this study is based on an adopted questionnaire (AMTB) and included 30 items in a 4-point Likert scale. Teachersʹ questionnaire consisted of 9 items about studentsʹ study skills, appearance, aptitude, behavior, and intelligence in a 4-likert scale. To make sure that students understand the items of the questionnaire, it is translated into Persian. To analyzing the data the Pearson correlation and paired sample t-test were utilized. The findings of current study suggested that Female High School students of Rasht hold positive attitudes towards their language teacher, and there was a significant relationship among students- teacherʹ attitudes with studentsʹ achievement.
