語言學(xué)習(xí)理論Learnerbeliefs

1、Learner beliefs The Introduction of Groupmembers by Mr.Zhu 祝攀同 - Definition Mr.Zhou 周中文 - Examples Mr.Gu 顧樹標(biāo) - Studies Ms.Xiang 項(xiàng)群 - Case Analysis &Students Ms.Yang 楊少羽 - & Teachers Ms.Fan 范冰瑩 - SummaryWhat is Learner beliefs ?Learner beliefs, according to Richardson ,are “ psychologically held unde

2、rstandings, premises, or propositions about the world that are felt to be true”Learner BeliefsDefinitionBy 祝攀同祝攀同 Prospective foreign language teachers enter the methods class with many preconceived ideas about how languages are learned and how they should be taught. These beliefs can directly inter

3、fere with their understanding of and receptivity to the information and techniques presented in the methods class. This paper describes two instruments for eliciting student beliefs about language learning and teaching, the Foreign Language Survey (FLAS) and the Beliefs About Language Learning Inven

4、tory (BALLI), and reports on typical responses of methods students to the BALLI. It is suggested that a systematic assessment of student beliefs would increase student learning and satisfaction in the foreign language methods class.DefinitionBy 祝攀同祝攀同 The promotion of autonomous approaches to langua

5、ge learning is justified on ideological, psychological and economic grounds (Crabbe, 1993: p. 443). Before any intervention occurs, it is necessary to gauge learners readiness for the changes in behaviour and beliefs which autonomy implies.The paper then discusses each factor in turn, examining the

6、claims that have been made in the literature about the role that factor plays in language learning and exploring the hypothesized relationship of each factor to autonomous language learning behaviour. These beliefs are likely to reflect learners “readiness” for autonomy.DefinitionBy 祝攀同祝攀同 Learners

7、beliefs about language learning I think I can learn to speak English well I can learn better if I am in an English speaking country. Its easier for children than adults to learn a foreign language. Some people have a special ability for learning foreign languages.ExamplesBy 周中文周中文The influence of le

8、arners beliefs So far, studies in second and foreign language acquisition research have shown that beliefs are quite stable within the learner, strongly held, and resistant to change (Kern, 1995; Weinstein, 1994, Peacock, 2001). Moreover, interdisciplinary research suggests that beliefs are intertwi

9、ned with factors such as self-concept and identity, self-efficacy, personality traits, and other individual differences (Epstein, 1990; Furnham, Johnson & Rawles, 1985; Langston & Sykes, 1997; Siebert, 2003; Bernat, 2006). Consequently, it has been suggested researchers study how these beliefs diffe

10、r across language learners, particularly in terms of individual differences such as gender, age, nationality, learning style, and personality type (Bernat & Gvozdenko,2005; Wenden, 1999; Horwitz, 1999; Rifkin, 2000). By 周中文周中文 People from my country are good at learning foreign languages. It is easi

11、er for someone who already speaks a foreign language to learn another one. People who are good at maths or science are not good at learning foreign languages. It is important to repeat and practice a lot. Learning a new language is mostly a matter of memorizing vocabulary. a special language aptitud

12、e is necessary for the acquisition of a foreign languageBy 周中文周中文I have a special ability for learning foreign languages. Women are better than men at learning languages.People who speak more than one language are very intelligent.Some languages are easier than others. It is easier to speak than und

13、erstand a foreign language. By 周中文周中文Studies related to Learner beliefsStudiesFour approaches to investigating learners beliefs：1.The normative approach - beliefs are seen as general and fixed - e.g. the Beliefs About Language Learning Inventory (Horwitz 1987).2.The metacognitive approach - views le

14、arners belief systems as theories in action - content analysis of learner self-reports in semi-structured interviews (Wenden 1999). 3.The indirect approach views beliefs as covert and best identified by means of metaphor analysis (Ellis 2002).4.The contextual approach - learner beliefs seen as varyi

15、ng according to context - involves a variety of data types and diverse means of data analysis. By 顧樹標(biāo)顧樹標(biāo)StudiesReadiness for autonomy: investigating learner beliefs: （Sara Cotterall） English Language Institute, Victoria University of Wellington, New Zealand This paper argues that before any interven

16、tion occurs, it is necessary to gauge learners readiness for the changes in behaviour and beliefs which autonomy implies. Factor analysis 3 was used to identify the underlying constructs that could explain the covariation among responses to the items in the questionnaire. Factor analysis is a proced

17、ure that identifies clusters of items that vary together, and hence may be linked by a common underlying explanation or factor. The six factors obtained were named as follows: (1) Role of the teacher (2) Role of feedback (3) Learner independence (4) Learner confidence in study ability (5) Experience

18、 of language learning (6) Approach to studying By 顧樹標(biāo)顧樹標(biāo)StudiesLearner beliefs of language learning revisited:（Zhuangwei Huang） Shenzhen University In 1988, Horwitz investigated the beliefs of 241 first- semester foreign language learners of German, French, and Spanish. potentially problematic and d

19、etrimental to successful language learning-optimistic, underestimated the difficulty of language learning: 53% of the learners believed that they would learn to speak another language well and 43% of them thought that one would become fluent within two years if one spent one hour a day learning a fo

20、reign language 63% of the believed that a foreign language was mostly a matter of translating from English. -“ negative outcomes for many language learners” . By 顧樹標(biāo)顧樹標(biāo)StudiesForeign language learners beliefs about grammar instruction and error correction :（Volkan Incecay&Yeim Keli Dollar ） School o

21、f Foreign Languages, Yeditepe University Turkey Abstract The aim of this study was to investigate the beliefs of foreign language learners in relation to the role of grammar teaching and error correction. For the purposes of the study 26 students at a private university responded to a questionnaire

22、(Loewen et al., 2009). As a result of the analysis, it can be said that foreign language learners believed grammar was an important aspect of the language. However, they held beliefs about it to be taught in a more communicative way. On the other hand, participants thought that error correction was

23、useful in language learning process. By 顧樹標(biāo)顧樹標(biāo)StudiesEFL learners beliefs about and strategy use of translation in English learning :（Posen Liao） Department of Foreign Languages and Applied Linguistics, National Taipei University, AbstractThe data from survey questionnaires and qualitative interview

24、s will address the following research questions:(1) What are students beliefs about using translation to learn English? (2) What learning strategies employing translation do students report using? (3) What are the relationships among learners beliefs about and use of translation? (4) To what extent

25、do learners background variables relate to their beliefs about and use of translation? Pedagogical implications are also discussed. The results of the study hope to sensitize EFL teachers to various learning strategies involving translation and to the possible benefits of using translation for Engli

26、sh learning reported by the students.By 顧樹標(biāo)顧樹標(biāo)A surveySurvey Objectives: a group of international students learning ESL at an English-speaking university Purpose : to learn about students opinions on communicative instructionMethod: questionnaire Result: most students were dissatisfied with the comm

27、unicative instruction and showed concerns about several aspects of it.So.By 項(xiàng)群項(xiàng)群Communicative instruction1. This instruction focuses exclusively on meaning and spontaneous communication.2. The class is student-centred, which means all of the students have to participate actively in class and the tea

28、cher is only an organizer.3. This instruction is absent of attention to language form, corrective feedback.By 項(xiàng)群項(xiàng)群 We can see that when these international students have already been accustomed to their former ways of English teaching , it is not easy for them to accept another quite different one.

29、They have already formed a belief about the best way for them to learn , so students progress is affected by teachers instructional approaches.By 項(xiàng)群項(xiàng)群Learner Beliefsfor teaching Recommendations come from Bassano (1986), who recognizes that students have different needs, preferences, beliefs, learnin

30、g styles, and educational backgrounds, but argues that the imposition of change upon these factors can lead to negative reactions. The author offers teachers six steps towards dealing with student beliefs:Bassano, S. (1986). Helping learners adapt to unfamiliar methods. English Language Teaching Jou

31、rnal, 40(1), 13-19.By 楊少羽楊少羽1. become aware of students past classroom experiences and their assumptions about language learning;2. build students confidence;3. begin where the students are and move slowly;4. show them achievement; 5. allow for free choice as much as possible; and6. become aware of the students interests and concerns, their goals and objectives.By 楊少羽楊少羽 Morgan (1993) suggests that four aspects of classroom pers