On the Relationship between Iranian L2 Teachers' Pedagogical Beliefs and L2 Learners' Attitudes

Autor/inn/en	Sharajabian, Maryam; Hashemian, Mahmood
Titel	On the Relationship between Iranian L2 Teachers' Pedagogical Beliefs and L2 Learners' Attitudes
Quelle	In: English Language Teaching, 8 (2015) 11, S.56-68 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teacher Attitudes; Teaching Methods; Student Attitudes; Second Language Learning; Second Language Instruction; Surveys; Beliefs; Teacher Student Relationship; Questionnaires; Attitude Measures; Scores; English (Second Language); Language Teachers; Foreign Countries; Semi Structured Interviews; College Students; Adult Students; Majors (Students); Teacher Education; Iran + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Survey; Umfrage; Befragung; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehrerausbildung; Lehrerbildung
Abstract	The present study employed a descriptive survey design to investigate L2 learners' attitudes towards language learning, and the possible effects of teachers' beliefs on learners' attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners' attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers' beliefs and the learners' attitudes was analyzed, and it that showed there was a statistically significant difference in the learners' attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers' beliefs can influence their learners' attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01