The correlations between motivation for language learning and the perceptions of the target language culture in Slovenian studentsMatić, Tina (Avtor) Sešek, Urška (Mentor) Lah, Meta (Mentor) The main two points of research in this thesis were the level of motivation for learning English and French in Slovenian students of the final triad of elementary school and students of high school; and the perceptions Slovenian students have of the Anglophone and Francophone cultures and the people behind them. I have also tried to see if I could draw parallels between the two points, in the sense that high levels of motivation meant positive perceptions of the target language culture and speakers and vice versa. Slovenian students did turn out to have relatively high levels of motivation for learning English and French. I have, however, realized that their perceptions of the three cultures (the French culture and the two most prominent Anglophone ones - the English and the American cultures) were hardly black and white - or negative and positive - but rather complex and hinting at the complexity of cultural perceptions people form of other groups of people. It is therefore also hard to state with certainty that it was due exclusively to a student's non-hostile disposition towards a culture that the student had a high level of motivation for learning the language. While it certainly turned out to be the case that most students who were highly motivated for language-learning also liked the cultures and learning about them, many students, for instance, admitted to not knowing a lot about the French culture with many failing to be able to describe how the felt about them, but still displayed an intent to become as proficient as possible at speaking the French language.[T. Matić]20172018-05-31 11:57:47Magistrsko delo/naloga101397sl