A Comparison between High and Low English Proficiency Learners' Beliefs.

Autor/inn/en	Huang, Shenghui Cindy; Tsai, Rumei Rebecca
Titel	A Comparison between High and Low English Proficiency Learners' Beliefs.
Quelle	(2003), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication Skills; English (Second Language); Foreign Countries; High School Students; Language Proficiency; Second Language Learning; Secondary Education; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Sekundarbereich; Schülerverhalten
Abstract	Researchers have discovered that learners' language learning beliefs play a crucial role in influencing learners' choices throughout the learning process. Some researchers suggest that understanding learners' beliefs about language learning can help improve their learning skills. Educators in Taiwan have long been concerned about learners' English language learning. However, few studies have been devoted to exploring the relationship between learners' language learning beliefs and their proficiency levels. This study investigated differences in the beliefs that high-English-proficiency and low-English-proficiency learners held about English learning. Data were collected from two high school classes via interviews and surveys. Results revealed significant belief discrepancies between high-English-proficiency and low-English-proficiency learners in five areas (foreign language WP, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation). High-proficiency learners tended to have more positive language learning beliefs than low-proficiency learners. Instructional implications are noted. Two appendixes present sample interview questions and items with statistically significant differences. (Contains 16 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC