Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Language Learning Beliefs of High School Students In Bangka Belitung

2019 ◽  
Vol 4 (2) ◽  
pp. 205-224
Author(s):  
Ihda Husnayaini
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Beliefs ◽  
School Students ◽  
Language Class ◽  
Language Learning Beliefs ◽  
And Gender

Learning a foreign language is generally one of the most challenging subjects in high school. This study discussed the beliefs of foreign language learning of high school students in Bangka Belitung, Indonesia, who planned on learning Arabic and Japanese, especially the prevalence of beliefs among different classes of learners (Arabic, Japanese and mix class) and between female and male students. The result of this study suggested that there were differences of the responses to the inventory among classes and gender but they were not significant. The students responded five aspects concerning the beliefs and they had the highest scores in Motivations and Expectations, especially the mix language class. Furthermore, female students had more positive opinion about foreign language learning, which matched some previous studies revealing that female learners were better than males in language learning.

scholarly journals Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies

ALSINATUNA ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Nurul Wahdah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Arabic Language ◽  
Learning Beliefs ◽  
Medium Level ◽  
Beliefs About Language Learning ◽  
Language Learning Beliefs ◽  
High Level

Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia.  Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.

scholarly journals A STUDY ON THE LEARNING BELIEFS OF CHINESE AS A SECOND FOREIGN LANGUAGE FOR ENGLISH MAJORED STUDENTS OF BANKING UNIVERSITY HO CHI MINH CITY

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Luu Hon Vu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Positive Impact ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Male Students ◽  
Ho Chi Minh City ◽  
Learning Beliefs ◽  
Learning Capacity ◽  
Second Year

The research surveyed the learning beliefs of Chinese as a second foreign language for English majored students of Banking University Ho Chi Minh city. Based on the theory of beliefs in foreign language learning by Horwitz (1985), we conducted a questionnaire survey with 177 students. The questionnaire results indicate that: firstly, Chinese is relatively easy to learn; secondly, children have better language learning capacity than adults; third, focus on phonetics, vocabulary and culture, not grammar; fourth, learning Chinese is useful for yourself. Female students focus on phonetics more than male students. Second-year students focus on phonetics more than third-year students, but not more grammar like third-year students. Unlike students from the central region, students from the northern and southern regions said that they must come to China to learn Chinese. The belief that "Chinese language is easy to learn", the confident and proactive attitude of using Chinese language has a positive impact on students' learning results.

scholarly journals Exploring the relationship between language learning beliefs and foreign language classroom anxiety

2020 ◽  
Vol 10 (2) ◽  
pp. 367-384
Author(s):  
Radmila Palinkašević ◽  
Jovana Brkić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Beliefs ◽  
Strong Connection ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Language Learning Beliefs ◽  
Classroom Anxiety

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

scholarly journals Identification of Language Learning Beliefs among Saudi EFL Learners

2019 ◽  
Author(s):  
Eidah Abdullah Al-malki ◽  
Eidah Abdullah Al-Malki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Strong Relationship ◽  
Target Language ◽  
English Language Learning ◽  
Positive Trend ◽  
Efl Learners ◽  
Language Learning Beliefs

It is argued that positive yet realistic beliefs are source of success as language learners whereas negative or unrealistic beliefs can be an impediment to successful language learning. This empirical survey identifies Saudi English as a foreign language (EFL) learners’ beliefs through Beliefs About Language Learning Inventory (BALLI) developed by Horwitz’s (1987). The Arabic version of the questionnaire has been administered and 118 Saudi EFL learners from a Saudi university returned the questionnaire. The research questions set for this survey include what beliefs Saudi EFL learners have towards the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations for English language learning. The results reveal that the participants bear high English language learning aptitude and believe that it is easier to learn it in childhood. No strong relationship in learning subjects like science and math and English language was reported. The participants also believe that for quick and successful language learning, it is imperative to practice the target language extensively. A positive trend is that Saudi EFL learners have been extremely positive and encouraging towards their chances of achieving communicative competence and do not have any unnecessary inhibition in speaking English.

Drawings are talking: Exploring language learners’ beliefs through visual narratives

2018 ◽  
Vol 9 (2-3) ◽  
pp. 177-200 ◽  
Author(s):  
Jülide İnözü
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Future Research ◽  
Research Approach ◽  
Learning Beliefs ◽  
Visual Narratives ◽  
Language Classrooms ◽  
Language Learning Beliefs ◽  
Interpretative Research

AbstractThis paper reports on a study, which suggests an alternative use of drawings in language classrooms. The study uses young children’s drawings about learning English as an innovative way of investigating their perceptions of what it means to learn a foreign language. The images of language learning constructed by the children in their drawings may provide us with insights into their own personal experience of language learning. In order to understand what sense they have made of the language learning process, the participants were told to draw a picture of themselves as learners of English. A qualitative image-based interpretative research approach was used in the analysis of the drawings. In order to verify the interpretations of the drawings, informal interviews were conducted with each student individually following the drawing session. The findings provide us with a window into the students’ minds and help us to develop a framework for understanding young learners’ language learning beliefs. The paper ends with a discussion of the findings, the implications for language classrooms and suggestions for future research.

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