This study employs Horwitz’s BALLI () with the aim to investigate beliefs . Mori () developed her own language learning questionnaire to assess the. Introduction. The goal of language education is to provide students with tools they can use to become successful language learners. Students and educators are. The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A.
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She asked her trainees to question their beliefs about language learning. Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude.
Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism. This study has two implications for other language teaching programs. Man Whitney U and independent samples t -test were used to investigate the differences horwit the teachers and the students in their beliefs about language learning.
This can be seen in Table 6.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. There are a few studies which have compared student beliefs with teacher beliefs.
For collecting data from the students, the researcher distributed the instrument during class time preceded by a brief explanation of the purpose and the nature of the study. The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching.
Samimy and Lee reported very similar findings, noting that the students tended to support the idea of accurate pronunciation, vocabulary learning, and using translation in Chinese learning: Download article Author Biodata.
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Cummingscited in Richards, points out: The present study has identified important language-learning-related beliefs of Iranian teachers and students. Several studies have researched beliefs about the language learning of both in-service and pre-service teachers. The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.
Data collection and jorwitz The questionnaire was administered questionnqire the chosen students and teachers in English.
The language learners who think that it is important to speak English with an excellent pronunciation try horwihz have native-like accents and since most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.
The majority of the students and teachers agree that learning a language by spending one hour a day takes 1—2 years or 3—5 years. The questionnaire was administered to the questionnairw students and teachers in English. This represents that almost half of the students underestimate the difficulty of speaking a foreign language and according to Peacock the learners who underestimate the difficulty of language learning are significantly less proficient than those who thought otherwise and it is possible that their lower proficiency is a result of such a belief.
If they had difficulty in understanding any item, the researchers clarified the misunderstanding. The findings of Horwitz, Kern, and Mantle-Bromely were similar in several aspects and they observed that some of the learner beliefs were different from teacher beliefs. The researchers also carried out an independent-samples horsitz -test to compare the overall beliefs scores of teachers and students.
Questionnaie there are numerous independent studies on student or teacher beliefs about language learning, there has been relatively little work on comparative studies in this area in general, and in Iran in particular. Methodology Participants To norwitz the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.
At present, the instrument which is mostly used for collecting data in the area of learner beliefs about language learning is the item Likert-scale BALLI. This shows that both the teachers and students may blame a lack of intelligence for horwwitz lack of progress in language leaning. Results All results will be given briefly in this section and discussed further in the next section.
In this study the teachers were asked not to answer item 16 because this item is specifically related to the students. Most of the teachers and students agree or strongly agree to learn about English speaking culture and to learn English in an English speaking country.
Their ages ranged from horwwitz to 39 with an average age of This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation.
However, the gap is not limited to an Iranian context and the findings will contribute to the better understanding of the interrelationship between teacher and student roles in language learning internationally.
The items of the questionnaire appear in the results section. It can be done through extra in-service training and they can be referred to readings which discuss the hrwitz of more communicative approaches to teaching EFL.
Cummingscited in Richards, points out:. Similarly, Bernat investigated the beliefs of participants in the Australian and American contexts and found that their beliefs were similar in all categories and it was concluded that despite a small number of inter-group differences, it seems premature to conclude that beliefs about language learning vary by contextual setting.
Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers. Participants were 25 pre-service teachers.