The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A. Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian .. She acknowledged that the themes in her questionnaire were. It is concluded that development of the BALLI marked the beginning of . four items adapted from the Beliefs About Language Learning questionnaire (Horwitz, .
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Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. These beliefs must be changed because they affect their teaching behavior in the classroom. This finding may be indicative of the observation that Iranian teachers and students pay a lot of attention to language proficiency and in order to show their proficiency in English, they feel they should speak English with an excellent pronunciation.
Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially in order to find out whether the beliefs regarded as detrimental are really detrimental as bslli as teachers and students are themselves concerned.
It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom language learning. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning. It has a Likert-scale format and learners are asked to choose among strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree options for items in five areas: The findings of this study are in line with studies, such as Peacock and Wong The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and since most of questiknnaire cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.
The questionnaire was administered to the chosen students and teachers in English. These potentially detrimental beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more on communicative approaches in language learning and teaching.
Learning and Communication Questionnaige Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, Concerning the skills, Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.
The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Sixty nine percent of the students agree that they have a special ability for learning foreign languages. According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
Teachers should be told that these beliefs do not help language learning. It is surprising that while teachers have studied courses on methodology and language teaching theories, they still have undesirable beliefs about language learning. In this study the teachers were asked not to answer item 16 because this item is specifically related to the students.
She used the BALLI to collect data and the data analysis showed that generally pre-service teachers recognized the existence of foreign language aptitude and placed strong emphasis on excellent pronunciation, vocabulary acquisition, the benefits of practice, and an immersion approach to language learning. Having such beliefs may have other reasons. In the result section these items have been categorized based on the topic being discussed.
He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. This indicates that Iranian teachers and students have strong instrumental motivation for learning English and they feel that learning English will help their promotion in the future. For collecting data from the students, the researcher distributed the instrument during class time preceded by a brief explanation of the purpose and the nature of the study.
Those language learners, who believe this may blame a lack of intelligence for their lack of progress and success, an unjustifiable assumption which leads to frustration and dissatisfaction. Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. To sum up, both teachers and students have different beliefs concerning language learning.
She asked her trainees to question their beliefs about language learning. Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, Review of literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
User Name Password Sign In. This gap in the current literature on learning beliefs was the motivation behind conducting this study in a context where the issue has not received due attention by researchers.
Perhaps this is due to the teaching methods and structure of Iranian English horsitz which follow behaviorism. First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. This can be seen in Table 6.
Some of the beliefs held by students could possibly be harmful in case they prevented them from paying attention to other language skills and sub-skills.
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Cummingscited in Richards, points out: Research questions The questions that guided this research are the following: To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. This indicates that learning about the cultures of the target language is very important and that culture is an integral part of learning a foreign language.
Several broad differences were found, such as students focusing more on vocabulary and grammar.
When a learner pays a lot of attention to learning grammar, vocabulary, and translation, he or she may spend a lot of time memorizing vocabulary lists and grammatical points and he or she may ignore the communicative aspects of language. Peacock concluded that learners with this belief may focus on memorizing vocabulary items and grammar rules and may not pay attention to the tasks which are given by teachers and they may also be dissatisfied with teachers who do otherwise in the classroom.
The time needed for the participants to answer the questionnaire was not more than 20 minutes. Several studies have researched beliefs about the language learning of both in-service and pre-service teachers. Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning. Table 1 deals with foreign language aptitude. For example, a majority of students agree with the following items: This represents that almost half of the students underestimate the difficulty of speaking a foreign language and according to Peacock the learners who underestimate the difficulty of language horwittz are significantly less proficient than those who thought otherwise and it is possible that their lower proficiency is a result of such a belief.
Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent.
For collecting data from the teachers, the researchers distributed the instrument to 91 teachers and explained the purpose and nature of the study, but only 80 teachers responded to the questionnaire. All results will be given briefly in this section and discussed further in the next section. Suestionnaire items of the questionnaire appear in the results section.