Despite the productiveness of the matched and verbal guise techniques, it is fair to say that the direct approach has probably been the most dominant paradigm if one looks across the broader spectrum of language attitudes research. In the language education field, for example, a great deal of work has been carried out into teachers' and learners' attitudes. Some of this has focused on attitudes and motivation in second and foreign language learning, for example, where direct approach questionnaires have featured a great deal. Questionnaire and interview surveys have also played an important role in minority language environments and language planning and policy fields. In Wales, for example, a significant body of survey work informed Welsh language policy, including the research by Jones in the 1940s and 1950s, by Sharp and colleagues in the 1960s and 1970s, and Baker in the 1980s and 1990s (see the review of some of this work in Garrett et al. 2003). The work carried out by such researchers has spawned programmes of research in other parts of the world, using similar methodologies, and indeed often applying or adapting the same research instruments. Huguet (2006), for example, drew upon Sharp et al.'s (1973) questionnaire in a study of attitudes and motivation amongst secondary school students in two bilingual contexts in Spain: Asturias and Eastern Aragon.