Beliefs about foreign language learning among students training to teach English as a foreign language

Abstract

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

“…The result is interesting as the PTs are provided with the information contrary to this belief throughout their education. However, it is also known that earlier experiences are stronger than newly received information that is not experienced yet (Gürsoy & Korkmaz, 2012;İnözü, 2011). Thus, it is possible that pre-service education was not enough to change PTs ideas about the issue.…”

Representaciones sobre las Lenguas de un Grupo de Estudiantes Indígenas en un Programa de Formación de Docentes de Idiomas

“…En segunda instancia, con respecto a las representaciones, los hallazgos confirman la influencia del profesor en la formación de las representaciones descrita en algunos estudios (Diab, 2009;Grijalva & Esparza, 2013;Inozu, 2011). En efecto, el profesor de lenguas contribuye a la formación de las representaciones que sus estudiantes se hacen de las lenguas objeto de estudio por medio de los materiales y contenidos que propone en sus clases.…”

Pre‐Service Teacher Attitudes Toward English Language Learners

“…Most pre-service teachers did not believe it to be right that language learners be corrected every time they made a mistake, and that there should be room allowed for making mistakes (Busch, 2010;Pray & Marx, 2010;Wong, 2010). Pre-service English teachers who were in their third or fourth year of a four-year teacher preparation course in Turkey were less likely to believe in the importance of immediate correction of student errors than students in their first or second years of the program (Inozu, 2011).…”