scholarly journals The relationship between lexical complexity measures and language learning beliefs

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 555-582
Author(s):  
Ervin Kovačević
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Language Production ◽  
Correlation Coefficients ◽  
Syntactic Complexity ◽  
Learning Beliefs ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
Language Learning Beliefs ◽  
The Relationship

Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals Unveiling the relationship between language learning beliefs, emotions, and identities

2015 ◽  
Vol 5 (2) ◽  
pp. 301-325 ◽  
Author(s):  
Ana Maria Ferreira Barcelos
Keyword(s):  
Social Psychology ◽  
Language Learning ◽  
Applied Linguistics ◽  
Historical Context ◽  
Learning Beliefs ◽  
Learning And Teaching ◽  
Key Issues ◽  
Affective Influences ◽  
Language Learning Beliefs ◽  
The Relationship

Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.

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.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

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