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The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A. Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian .. She acknowledged that the themes in her questionnaire were. It is concluded that development of the BALLI marked the beginning of . four items adapted from the Beliefs About Language Learning questionnaire (Horwitz, .

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Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Second, it is important for teachers questionnaiee change the beliefs of the students which negatively affect their language learning.

User Name Password Sign In. These beliefs must be changed because they affect their teaching behavior in the classroom. To sum up, both teachers and students have different beliefs concerning language learning.

When a learner pays a lot of attention to learning grammar, vocabulary, and translation, he or she may spend a lot of time memorizing vocabulary lists and grammatical points and he or she may ignore the communicative aspects of language.

None of the teachers and students disagree or strongly disagree that they want to speak English very well. 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.

The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching. There are a few studies which have compared student beliefs with teacher beliefs. Few studies have compared the belief systems of these two major stake-holders in any educational enterprise. Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially in order to find out whether the beliefs regarded as detrimental are really detrimental as far as teachers and students are themselves concerned.

She asked her trainees to question their beliefs about language learning. Teachers should be told that these beliefs do not help language learning. 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.

A Comparison of EFL Teachers and Students’ Beliefs about Language Learning

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. Cummingscited in Richards, points out: 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. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language ballli.

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For collecting data from the teachers, the researchers distributed the instrument to 91 teachers and explained the purpose and nature of the study, but only 80 teachers responded to the questionnaire. The kind of practical knowledge which teachers use in teaching, appear to exist largely in very personalized terms, based on unique experiences, individual conceptions, and their interaction with local contexts.

Download article Questiinnaire Biodata Vol. Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism. All of these may affect their attitudes and motivation in learning and may have an influence baalli their learning strategies and learning outcomes. Although 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.

Those language learners, who believe this may blame a lack of intelligence for their lack of progress and success, an unjustifiable assumption questiobnaire leads to frustration and dissatisfaction. Research questions The questions that guided this research are the following: The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and since most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.

Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students. Quesgionnaire have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori, galli, Robert, Curtin and Kern report that learner beliefs change little over time, but some scholars like Horwitz and Peacock propose that they are influenced by teacher interventions.

According to Richards and Schmitlearner beliefs include opinions learners have qjestionnaire various aspects of language, learning and teaching.

Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude.

He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. For example, a majority of students agree with the following items: Ablli teachers and students had the same opinion that children can learn a foreign language easier. It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom language learning.

This shows that both the teachers and students may blame a lack of intelligence for a lack of progress in language leaning. Their ages ranged from 25 to 39 with an average age of Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, She used the BALLI to collect data and the data analysis showed that generally pre-service teachers recognized the existence of foreign language aptitude and placed strong emphasis on excellent pronunciation, vocabulary acquisition, the benefits of questionhaire, and an immersion approach to language learning.

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This gap in the current literature on learning beliefs was the motivation behind conducting this study in a context where the issue has not received due attention by researchers. Most of the teachers and students agree or strongly agree to learn about English yorwitz culture and to learn English in an English speaking country.

Beliefs about the questionnairee of language learning, the role of the teacher, the role of feedback, language learning strategies, and self-efficacy were examined through surveys. Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent.

There was a significant difference in scores for the teachers M: Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers. To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. Man Whitney U and independent samples t -test were used to investigate the differences between the teachers and the students in their beliefs about language learning.

Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, First, teachers should be informed about those unfavorable beliefs they have about language learning and they should try to improve these beliefs at the start of any program. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.

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Similarly, Bernat investigated the beliefs of participants in the Australian and American contexts and found that their questiinnaire 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.

First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation.