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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Also these teachers had attended in-service teacher training programs to update themselves in language teaching and the processes of language learning.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
Sixty nine percent of the students agree that they have a special ability for learning foreign languages. At present, the instrument which is mostly used for collecting data in the area of learner beliefs about bakli learning is the item Likert-scale BALLI. It was also shown that there was a significant and meaningful questionnaiee between teachers and students in their beliefs about language learning.
Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers. It tends to have a personal significance which differs from prescribed models of educational theory.
According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of horwotz, learning and teaching. Horwitz developed this inventory for her foreign language teacher training course.
Both teachers and students had the same opinion that children can learn a foreign language easier. Regarding the teacher participants, there were 36 female teachers and 44 male teachers.
Some of the beliefs held by students could possibly be harmful in case they prevented them from paying attention to other language skills and sub-skills. All results will be given briefly in this section and discussed further in the next section. In terms of gender, the students were not balanced 74 females and 26 males. Table 1 deals with foreign language aptitude. Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.
Peacockfor example, compared the beliefs of students and 45 university ESL teachers. 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.
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. Results All results will be given briefly in this section and discussed further in the next section.
She asked her trainees to question their beliefs about language learning. Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, Several broad differences were found, such as students focusing more on vocabulary and grammar. It can horwitzz done through extra in-service training and they can be referred to readings which discuss the benefit of more communicative approaches to teaching EFL.
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This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. 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. 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.
Beliefs about the nature of language learning, the role of the teacher, the role of feedback, language learning strategies, and self-efficacy were examined through surveys. 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. Participants were 25 pre-service teachers. Such a sharp contrast of opinions can be partially due to the learning environment and teaching methods in Iranian governmental schools which focus on memorizing new words and grammar points.
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.
The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. This study has two implications for other language teaching programs.
Research questions The questions that guided this research are the following: This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. The majority of the teachers and students Horaitz on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning.
The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching.
The present study has identified important language-learning-related beliefs of Iranian teachers and students. The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.
First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. These beliefs must be changed because they affect their teaching behavior in the classroom. Those language learners, who believe this may blame a lack of intelligence for their lack of progress and success, an unjustifiable assumption which leads to frustration and dissatisfaction.
Their ages ranged from 25 to 39 with an average age of This indicates that learning about the cultures of the target language is very important and that culture is an integral part of learning a foreign language. These potentially detrimental beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more on communicative approaches in language learning and teaching.
He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. Download article Author Biodata.