Beliefs as conceptualizing activity: A dialectical approach for the second language classroom

Negueruela–Azarola, Eduardo

doi:10.1016/j.system.2011.07.008

Cited by 56 publications

(31 citation statements)

References 2 publications

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“…However, in this context I would describe it as socioculturally emerged and dynamic metacognitive knowledge and/or a representational state of consciousness recognised by the individual (see Barcelos & Kalaja 2003;Mercer 2011;Negueruela-Azarola 2011;Wenden 1998Wenden , 1999; for more on representationalist theories of consciousness and on the connection between consciousness and intentionality, see Siewert 2011 andvan Gulick 2014).…”

Section: Some Other Premisesmentioning

confidence: 99%

“…It is important to stress that expressed beliefs do not necessarily correlate with actual behaviour and they are obviously not static. Instead, they are dynamic entities that are affected but not determined by situational, personal and micro-as well as macrocontextual factors (see Barcelos & Kalaja 2011;Benson & Lor 1999;Negueruela-Azarola 2011;Rifkin 2000).…”

Section: Some Other Premisesmentioning

confidence: 99%

See 1 more Smart Citation

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Saaristo¹

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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Section: Some Other Premisesmentioning

confidence: 99%

Section: Some Other Premisesmentioning

confidence: 99%

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Saaristo¹

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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“…Yet, these beliefs may change as learners reflect on their actions and practices (Borg, 2011;De Costa, 2011), or when they move to a new learning context (Kaypak & Ortaçtepe, 2014). Although Horwitz's (1985) original concern with learners' beliefs was to bring to light the negative effects of learners' beliefs on the amount or quality of their language learning, the recent research has attempted to find out about the sources of these beliefs and the development of belief system in language learners (Barcelos & Kalaja, 2011;Negueruela-Azarola, 2011). Horwitz (1999), who reviewed studies that administered Beliefs about Language Learning Inventory (BALLI) to language learners from diverse cultural backgrounds, reported that learners' beliefs varied according to their cultural backgrounds and previous learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Language Learner Beliefs In An English As A Lingua Franca (ELF) Context

Naghdipour¹

2014

ALLS

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With the advent of learner-centered approaches to second or foreign language teaching, the research on learners' beliefs or what learners bring into the classroom in terms of their prior knowledge and experiences, their expectations, and their attitudes towards different aspects of language learning has gained momentum. Learners may, for example, develop core beliefs about language learning that undergo change or otherwise resist change when moving to a new learning context. This study examines overseas Iranian undergraduate students' (n = 160) beliefs about language learning in an English as a Lingua Franca (ELF) context and investigates the impact of the old and new learning environments on shaping or affecting these beliefs. The data form a survey and a semi-structured interview revealed that the students' previous learning experiences and the socio-political factors of the old learning context affected the shaping of the trajectory of their belief development. The results also suggested that the new learning environment hardly affected the students' core beliefs about language learning and in some cases even consolidated them. The paper concludes with a discussion of the main findings and offers several implications for further research and practice.

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“…Tendo observado a descrença latente junto ao grupo e compreendendo crenças como um construto sociocultural (Alanen, 2003;Negueruela-Azarola, 2011;Lima, 2012 (Arnett, 1999(Arnett, , 2006Arnett & Taber, 1994;Basso & Lima, 2010;Buchanan et al, 1990), as ações deles oscilavam muito durante a intervenção. Esta oscilação pôde ser vista entre aulas com total envolvimento, avaliação positiva nos feedback cards e indícios de que acreditavam estar conseguindo aprender, e outras em que a indisciplina sabotava qualquer proposta pedagógica e qualquer tentativa de aprender algo de inglês.…”

Section: Experiências Com Os Adolescentes Da Sala 09unclassified

Adolescentes, Turma Problema?: Experiências Em Uma Intervenção Na Escola Pública

Lima¹

2012

PDPe

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ResumoNeste texto apresento algumas reflexões acerca de minha participação em uma pesquisa intervencionista realizada em contexto de escola pública com alunos aprendendo inglês. Pondero principalmente acerca dos estudos da adolescência e suas características, o papel das crenças na vida e na aprendizagem dos alunos, passando pelas experiências em um estudo sobre crenças de adolescentes aprendendo inglês. O relato sugere que o ensino de língua inglesa no período da adolescência é um desafio tanto para professores quanto alunos. No entanto, por mais que esse processo seja marcado por limitações contextuais que reforçam a (des)crença dos alunos na possibilidade de aprender inglês, os resultados mostram que os participantes vivenciaram sinais de mudança, quando passam a perceber que a própria indisciplina e o desinteresse são fatores que auto-sabotam a aprendizagem, e que novas experiências em sala de aula podem ser o caminho para buscar a mudança de algumas crenças. Palavras-chave: crenças; adolescentes; escola pública; língua inglesa; mudança. AbstractIn this report I present some reflections about my participation in an intervention study carried out in a public school context with English language learners. I will consider studies regarding adolescence and its characteristics, the role of beliefs in students' lives and learning, and also experiences from a study about adolescents' beliefs on language learning. The account suggests that English language teaching during adolescence is a challenge for both the teacher and the students. However, even if this process is characterized by contextual limitations that reinforce students' (dis)belief in the possibility of learning English, the results show that participants experienced signs of change, when they realized that their lack of discipline and lack of interest are factors which auto-sabotage learning, and that new experiences in the classroom may be the path toward changing some beliefs.

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Beliefs as conceptualizing activity: A dialectical approach for the second language classroom

Cited by 56 publications

References 2 publications

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Language Learner Beliefs In An English As A Lingua Franca (ELF) Context

Adolescentes, Turma Problema?: Experiências Em Uma Intervenção Na Escola Pública

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