Beliefs about Language Learning Held by Students and Their Teacher (A Pilot Study).

Autor/in	Kuntz, Patricia S.
Titel	Beliefs about Language Learning Held by Students and Their Teacher (A Pilot Study).
Quelle	(1997), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beliefs; College Faculty; College Students; Educational Attitudes; English (Second Language); Error Correction; Foreign Countries; Higher Education; Language Aptitude; Language Attitudes; Language Research; Language Role; Language Teachers; Language Usage; Second Language Learning; Second Languages; Student Attitudes; Teacher Attitudes; Yemen + Suchen Sie Ihr Suchwort? Belief; Glaube; Fakultät; Collegestudent; Educational attitude; Bildungsverhalten; Erziehungseinstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachbegabung; Spracheignung; Sprachverhalten; Sprachforschung; Language teacher; Sprachunterricht; Sprachgebrauch; Zweitsprachenerwerb; Second language; Zweitsprache; Schülerverhalten; Lehrerverhalten; Jemen
Abstract	A study investigated the beliefs about second language learning among nine students of English as a Second Language (all female), and their teacher at Queen Arwa University (Yemen). The survey instrument consisted of five demographic statements and 47 statements concerning language learning in a Likert-type scaled response format. Results indicate students and teacher generally agreed that: repetition/practice and time on task are critical to language learning; it is easier for children than adults to learn second languages; they (as individuals) have language aptitude; second languages are learned best in the target foreign country; some languages are easier to learn than others; and they would like to know native speakers better. Strongest disagreement was with statements that: those good at math and science are not good at languages; a speaker should not use the foreign language until proficient; and listening requires knowing all the words. A significant differences between student and teacher responses was found to the statement that it is easier to read and write in English than to speak and understand it. Statistically non- significant differences were found with statements about error correction, future use of English, and goals in studying English. Implications for instruction are discussed. Contains 18 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC