Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

Abstract

It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers', primary school teachers', and special education teachers' beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.Keywords: language-learning beliefs; pre-service teacher training; primary school teachers; preschool teachers; special education teachers Prepričanja bodočih učiteljev o učenju tujih jezikov: študija treh različnih študijskih programov za izobraževanje učiteljev v SlovenijiPOvZEtEK Ugotovljeno je bilo, da so prepričanja o učenju jezikov odločilnega pomena za učenje in poučevanje in da se učenci lahko razlikujejo v svojih prepričanjih o učenju novega jezika. Podobno se lahko študenti z različnih pedagoških študijskih programov razlikujejo v svojih prepričanjih o učenju jezikov. glavni cilj te študije je bil raziskati prepričanja študentov predšolske vzgoje, razrednega pouka in specialno rehabilitacijske pedagogike o učenju tujih jezikov v Sloveniji. tri področja so bila natančneje raziskana, to so: prepričanja študentov o tujejezikovni učljivosti, naravi učenja ter motivacijah za učenje tujega jezika in pričakovanjih, ki iz tega izhajajo. v študiji je bil uporabljen vprašalnik BALLI. v raziskavi je sodelovalo 170 študentov prvega letnika. Rezultati kažejo, da se kljub obiskovanju različnih študijskih programov prepričanja študentov o učenju tujih jezikov statistično pomembno ne razlikujejo; a v primerjavi z drugimi študijami nakazujejo, da učeči se iz različnih kultur različno zaznavajo učenje tujih jezikov. Ključne

Landscape of the affective states of industrial-technical learners: Input to a primer in new normal English language instruction

“…Finally, they forwarded that these attitudinal factors can be improved by involvement in learning process and effective language teaching methods can encourage students to be more positive towards the language they are learning. On the other hand, Skubic and Fojkar (2017) discovered that despite attending different teacher training study programs, pre-service teachers do not differ significantly in their beliefs about language learning; however, learners from different cultures see language learning differently.…”