Introduction to Beliefs about SLA revisited

Barcelos, Ana Maria Ferreira; Kalaja, Paula

doi:10.1016/j.system.2011.07.001

Cited by 133 publications

(103 citation statements)

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“…(Barcelos, 2003;Barcelos & Kalaja, 2011). Tanaka (2004) employed both quantitative and qualitative methods to examine the development of fifty-six Japanese students' beliefs about language learning over twelve weeks during their study abroad in New Zealand.…”

Section: The Situated and Dynamic Nature Of Language Learners' Beliefsmentioning

confidence: 99%

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The nature of language learners’ beliefs: A half-told story

Zhong

2015

ijes

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Substantial amount of research regarding L2 learners' beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners' beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners' beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners' beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners' beliefs. The beliefs that the learners held were not always in harmony and some of them can be self-contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners' beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an inter-related construct that has dual features and sometimes can be paradoxical. KEYWORDS:Learners' beliefs, Chinese language learners, case study, changes in learners' beliefs. RESUMENUna proporción significativa de la investigación existente sobre las creencias de los aprendices de L2 ha sido producida en años recientes. Sin embargo, la naturaleza de dichas creencias no ha recibido aún suficiente atención. Nuestra compresión de este constructo presenta la paradoja de que los estudios iniciales indicaban una estabilidad en las creencias de los aprendices, mientras que los más recientes atestiguan cambios en las mismas. Para este estudio longitudinal se recogieron datos a lo largo de un período de 18 semanas mediante diversas herramientas. Los resultados dan fe de la complejidad de las creencias de los aprendices. Sus creencias sobre el aprendizaje de la L2 no siempre eran coherentes entre sí. Además, mientras que algunas creencias pueden evolucionar, otras se mantienen relativamente estables. El estudio concluye que las creencias de los aprendices de L2 pueden concebirse como un constructo complejo con rasgos duales y, en algunos aspectos, paradójico.PALABRAS CLAVE: Disposición a comunicarse, contexto, ansiedad, personalidad, motivación, estudio de casos prácticos.

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Section: The Situated and Dynamic Nature Of Language Learners' Beliefsmentioning

confidence: 99%

“…Findings are consistent with previous studies, confirming that learner beliefs about language learning are inter-related and varied in intensity. They can be paradoxical and contradictory at times; and they are both stable and dynamic (Barcelos, 2011;Mercer, 2011;Zhong, 2012a;2014).…”

Section: The Nature Of Learners' Beliefsmentioning

confidence: 99%

The nature of language learners’ beliefs: A half-told story

Zhong

2015

ijes

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“…There is also evidence that certain beliefs are common among learners, teachers, target languages, cultures, instructional settings, and age groups (e.g., Chavez, 2007;Horwitz, 1999;Peacock, 2001;Schulz, 1996Schulz, , 2001. Today, however, learner beliefs are no longer seen as "stable mental representations that are fixed a priori constructs" (Kalaja & Barcelos, 2003, p. 2) but rather as highly dynamic because they can change in light of one's situation, emotional state, and company (Barcelos & Kalaja, 2011). Understanding learner beliefs is, then, important for teachers and learners alike.…”

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confidence: 99%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224 Learner beliefs, defined as learners' metacognitive knowledge about learning (Wenden, 1999), are seen as "significant learner characteristics to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187) because they shape and affect the way learners go about the task of learning (e.g., Breen, 2001; Fox, 1993;Horwitz, 1985Horwitz, , 1999Mori, 1999;Tanaka, 2004 learners hold about language acquisition, but also revealed factors that could shape those beliefs. These may include

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“…Crenças são entendidas como produtos sociais, históricos e políticos conectados aos contextos sociopolíticos mais abrangentes (BARCELOS; KALAJA, 2011). Os resultados sugerem que o ensino do espanhol nessa escola parece constituir discursivamente um artifício para a manutenção da estratificação social e do status quo, dado que os relatos dos participantes da pesquisa não abrem o ensejo de transformação social.…”

Section: Crenças Sobre O Ensino-aprendizagem De Espanhol Em Uma Escolunclassified

“…Beliefs are seen as socially historical and political products, connected to the broad sociopolitical contexts (BARCELOS; KALAJA, 2011). Results suggest that the teaching of Spanish as a foreign language in that school seems to be discursively an artifice to maintain the social stratification and the status quo.…”

Section: Crenças Sobre O Ensino-aprendizagem De Espanhol Em Uma Escolmentioning

confidence: 99%

Crenças sobre o ensino-aprendizagem de espanhol em uma escola pública

Zolin-Vesz

2013

Rev. bras. linguist. apl.

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RESUMO: O objetivo deste artigo é buscar compreender, partindo dos relatos da professora de espanhol, da coordenadora pedagógica e da diretora de uma escola pública que, desde 2000, oferece o idioma como disciplina obrigatória e única língua estrangeira de sua matriz curricular do 6º ao 9º ano, duas crenças que envolvem a adoção do ensino da língua nessa escola. Crenças são entendidas como produtos sociais, históricos e políticos conectados aos contextos sociopolíticos mais abrangentes (BARCELOS; KALAJA, 2011). Os resultados sugerem que o ensino do espanhol nessa escola parece constituir discursivamente um artifício para a manutenção da estratificação social e do status quo, dado que os relatos dos participantes da pesquisa não abrem o ensejo de transformação social. PALAVRAS-CHAVE: crenças sobre ensino e aprendizagem de línguas; espanhol.ABSTRACT: The purpose of this paper is to understand, through the Spanish teacher's, the pedagogic coordinator's, and the principal's accounts, two beliefs about the teaching and learning of Spanish in an elementary public school that has included Spanish as a foreign language in its syllabus since 2000. Beliefs are seen as socially historical and political products, connected to the broad sociopolitical contexts KALAJA, 2011). Results suggest that the teaching of Spanish as a foreign language in that school seems to be discursively an artifice to maintain the social stratification and the status quo. KEYWORDS: beliefs about language teaching and learning; Spanish as a foreign language.* fernando.vesz@blv

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Introduction to Beliefs about SLA revisited

Cited by 133 publications

References 13 publications

The nature of language learners’ beliefs: A half-told story

The nature of language learners’ beliefs: A half-told story

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Crenças sobre o ensino-aprendizagem de espanhol em uma escola pública

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