Beliefs About Language Learning

Bernat, Eva

doi:10.1007/978-1-4419-1428-6_632

Cited by 12 publications

(15 citation statements)

References 2 publications

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“…First reason why the researcher is interested in conducting this research is related to the importance of language learning beliefs and strategies for the success and effectiveness of language learning. In the classroom context, the perception, beliefs, attitudes, and metacognitive knowledge that students bring with them to the learning situation are some of the important contributory factors in the learning process and ultimate success Breen in Bernat & Gvozdenko (2005).…”

Section: A Introductionmentioning

confidence: 99%

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

Hayati¹

2015

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This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were used as the instruments. The samples of this research were sixty six-first year students majoring Management at STIENAS Samarinda. The data of the research were analyzed using descriptive statistic, multivariate correlation, and Pearson Product Moment correlation. The students' beliefs about motivation and expectation were the most beliefs held by the students (M=3,65) followed by the nature of language learning (M=3,35), foreign language aptitude (M=2,97), learning and communication strategy (M=2,86), and the difficulty of language learning (M=2,74). The most preferred strategy used by the students was metacognitive (M=3,35) followed by memory (M=3,28), cognitive (M=3,28), affective (M=3,24), social (M=3,28), and compensation (M=3,18). There was a positive and weak correlation of beliefs and strategies with students' English academic achievement (R .035). Positive and insignificant correlation was found between English academic achievement and beliefs about English language learning (r = .145, p 0.245 > 0.05) and negative and significant correlation between English language learning strategies and English academic achievement (r =-.144, p 0,248 > 0.05).

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Section: A Introductionmentioning

confidence: 99%

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

Hayati¹

2015

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“…In fact, studies that have attempted to investigate learners' beliefs and attitudes regrading L2 pronunciation were abundant (i.e., Bernat & Gvozdenko, 2005;Burgess & Spencer, 2000;Cenoz & Lecumberri, 1999;Jenkins, 2009;MacDonald, 2002;Simon & Taveniers, 2011). Nevertheless, the majority of studies were either focused on exploring how attitudes were related to English pronunciation instruction (e.g., Sardegna, Lee, & Kusey, 2014;Smit, 2002;Smit & Dalton, 2000), or on learners' attitudes toward the effect of accent varieties on pronunciation learning (e.g., Kang, 2010;Meléndez, 2006).…”

Section: The Effect Of Motivation and Attitudes On L2 Pronunciation Lmentioning

confidence: 99%

How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning

Zhou¹

2019

IJELT

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The current study attempted to examine ESL learners’ attitudes toward L2 pronunciation learning and meanwhile, toinvestigate how these learners’ qualitative motivation explain their attitudes toward pronunciation learning. A total of124 ESL learners participated in the survey in which several questionnaires were included regarding L2 selfrepresentations (Papi et al., 2018), chronic regulatory focus (Higgins et al., 2001) and L2 learners attitudes towardpronunciation learning (Elliot, 1995a; Gardner, 1985). An exploratory factor analysis was performed on allpronunciation items and the results revealed a threefold-factor solution: importance of pronunciation, learningpronunciation for communicative purpose and preference for native accent. The data analysis suggested thatpromotion-focused orientation, ideal L2 self own, ought-to L2 self own and ought-to L2 self other were respectivelycorrelated with ESL learners’ attitudes toward all three factors of pronunciation learning. Particularly, ideal L2 selfown was found to predict more positive attitude toward the importance of pronunciation learning and toward thepreference for native accent than ought-to L2 self own, while the former one also predicted more negative attitudetoward learning pronunciation for communicative purpose. The study has yielded significant implications forresearchers regarding the understanding of motivation from its qualitative perspective which delineates individual’sinclination to different goals and to specific strategies for attaining these goals (Papi, 2018), as well as for ESLinstructors concerning the improvement of L2 pronunciation pedagogy and the selection of motivational approachesfor L2 pronunciation instruction.

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“…In Mozambique (and most likely in other multilingual countries too), what teachers and students believe determines their learning strategies and teaching practices in general (Baiyinna, 2001). Therefore, it is important to know what beliefs and expectations teachers and, especially, learners bring into the classroom setting, since the perceptions, beliefs, attitudes, and metacognitive knowledge that students bring with them to the classroom has a significant influence on the learning process and ultimate success Breen (2001, cited in Bernat & Gvozdenko, 2005). This study, then, will focus on the following question: What are teacher and learner beliefs about language teaching and learning in the Mozambican context?…”

Section: South African Development Communitymentioning

confidence: 99%

“…In order to gather most of the required information, the current study employs both approaches. Following Barcelos (cited in Bernat & Gvozdenko, 2005), and (Bernat & Gvozdenko, 2005), we can identify the following broad three approaches considered in research on beliefs:…”

Section: Learner Beliefs In Language Learning Researchmentioning

confidence: 99%

Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Nhapulo¹

2013

AFOC

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Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

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Beliefs About Language Learning

Cited by 12 publications

References 2 publications

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning

Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

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