4 Counterproductive Learner Beliefs and How to Tackle Them (original) (raw)
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Substantial amount of research regarding L2 learners' beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners' beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners' beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners' beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners' beliefs. The beliefs that the learners held were not always in harmony and some of them can be self-contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners' beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an interrelated construct that has dual features and sometimes can be paradoxical. KEYWORDS: Learners' beliefs, Chinese language learners, case study, changes in learners' beliefs.
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There is widespread current interest in language learning studies regarding the extent to which student beliefs can influence the language learning process. Whilst institutions may set up frameworks to enable students to learn languages successfully, many researchers contend that ultimately it is the belief systems of the students themselves which will contribute most to the final outcome of the teaching process. This article explores the idea that the language learning process among students is substantially influenced by their beliefs about this process. A questionnaire based on Horwitz's (1987) BALLI instrument was used to assess students' beliefs in terms of language learning, and the issues are discussed within the categories of aptitude, motivation, learning and communication strategies, the nature of learning, and the difficulty of language learning. The results indicate that the beliefs of the students can have a negative influence on their learning strategies which, in turn, affect the success or otherwise of the language learning process. This article thus concludes with suggestions on how to address the negative mindsets of the students concerned in order to create environments that would be more conducive to achieving positive results.
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This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows ...
The present paper attempts to provide the current research done on the learners’ beliefs about language learning with the purpose of awareness-raising in new trends in belief systems. Beliefs came to the world of education with the emerge of behaviorist and cognitive theories of learning revealing that beliefs are stable entities disregarding the flexible nature of beliefs which was highlighted in scarce research on evolution of beliefs in a course of time. The new scope of research on belief system has been framed in sociocultural theory of learning which is in favor of analyzing the dynamic nature of beliefs in the context they interact. It seems that beliefs and actions can go in line together as it demands to be looked into within the sociocultural framework to justify the sort of interaction existed between belief systems kept by people of the society and the action that follows them. As learning is a process and beliefs about language learning lies at the heart of this process, there seems to be a suitable framework to explore the dynamic nature of beliefs. Keywords: Learners’ beliefs, theories of learning, sociocultural theory, dynamic nature of beliefs
The Role of Teachers' Beliefs in the Language Teaching-learning Process
Teachers' beliefs are important for understanding and improving educational process. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general well-being, and in turn, shape language learners' learning environment, their motivation and their language achievement and ability. This essay studies some previous researches on teachers' beliefs, and analyzes the role of three teachers' beliefs in the language teaching-learning process. The first part clarifies the concept of teachers' beliefs, the second part illustrates three essential teachers' beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers' beliefs.
In the Search of a Language Pedagogical Paradigm, 2020
Beliefs lay the foundation for every individual’s entire repertoire of activities and based on these essential structures, one decides whether or not to perform a certain action and how to perform it. Some beliefs are helpful — they help us thrive in today’s world and achieve success — whereas others may be detrimental in that they are contrary to the standards, norms, values, or practices that are regarded as desirable and facilitative. Foreign language teachers’ pedagogical beliefs are no exception. They are, after all, heavily influenced by teachers’ own experiences as foreign language learners, pre-service teacher education programs, professional development activities, and teachers’ working environments, as well as by their personal and cultural background. Foreign language teachers’ beliefs have a considerable impact on both teachers’ learning and their entire pedagogical practice: the choice of the teaching method / approach, the content, teaching techniques, and materials, teaching style and assessment practices. Hence, the entire process of foreign language learning, as well as students’ success or failure to achieve desired or required fluency, is largely dependent on foreign language teachers’ choices, actions, and decisions grounded on their beliefs. For that reason, it is of utmost importance that teachers maintain such beliefs as are congruent with contemporary principles of foreign language teaching — a situation that can be ensured by teachers’ confronting their own beliefs and replacing those that do not serve them or their students. Also, teacher educators (university teachers, mentors, and teacher trainers) are responsible for unveiling up-to-date, pertinent pre-service and practicing teachers’ beliefs and assisting them in going through the process of belief change timely and successfully. The aim of this paper is to review relevant literature in order to offer insight into possible sources of foreign language teacher beliefs, methods of putting them into practice, and influences that beliefs can have on a teacher’s teaching practice, as well as on students’ learning of a foreign language. Also, the paper will tackle the question of the malleability of teacher beliefs and approaches to changing those that are inadequate.
Learner Beliefs: How My Beliefs Have Metamorphosed and Influenced My Teaching
Abstract The paper begins with a definition of “learner beliefs” – an unknown pedagogical term in Bangladeshi language teaching classrooms and then explains how the Eurocentric/Western concept of learner autonomy influences foreign trained teachers’ teaching strategies. It then tries to justify that beliefs are at the core of any learning process. Reviewing expert opinions it tries to prove if teacher/student beliefs fail to converge frustration and dissatisfaction can result and the learners can show clear reluctance in learning a language. The paper also briefly discusses certain cross-cultural issues and visa-a-vi explores how foreign language learning can be challenging. Finally the writer explains how her own traditional beliefs about teacher’s roles and responsibilities too have been metamorphosed after receiving higher education in a European university. Key Words: Pedagogical, Learner autonomy, Cross-cultural, Traditional belief, Teachers’ roles
Beliefs Influencing Students Toward Language Learning
In the past two decades, numerous studies have been conducted to examine beliefs about language learning of various groups of second language learners. According to Vibulphol (2004), researchers have found that second language learners come to the language class with some set of ideas or beliefs about language and language learning and that these beliefs can indicate what expectations the learners have and what actions in their language learning they will take. As to some researches, it is found that beliefs about language learning claimed to have positive and negative effects on learners’ success in language learning. Thus, this study aimed to determine the beliefs influencing students toward English language learning of 70 Hospitality Management students of Cebu Technological University-Argao using Horwitz’s inventory, the Beliefs About Language Learning Inventory (BALLI) consisting of 34 items. Generally, the research offers enhancement activities as the proposed output of the study to help English language learners cope up with their beliefs.