Beliefs about Language Learning: A Study of Malaysian Pre-Service Teachers

Autor/in	Wong, Mary Siew-Lian
Titel	Beliefs about Language Learning: A Study of Malaysian Pre-Service Teachers
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 41 (2010) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688210373124
Schlagwörter	Learning Problems; Second Language Instruction; Learning Motivation; Data Analysis; Vocabulary Development; Language Aptitude; Teaching Methods; Preservice Teachers; Foreign Countries; English (Second Language); Second Language Learning; Measures (Individuals); Pronunciation; Immersion Programs; Teacher Education Programs; Student Attitudes; Item Analysis; Malaysia + Suchen Sie Ihr Suchwort? Lernproblem; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Auswertung; Wortschatzarbeit; Sprachbegabung; Spracheignung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Messdaten; Aussprache; Immersionsprogramm; Schülerverhalten; Itemanalyse
Abstract	This paper presents the findings of a study to explore pre-service teachers' beliefs about learning English and the stability of these beliefs over time. Participants were 25 pre-service teachers (11 males, 14 females) enrolled in a Bachelor of Education (TESL) programme. The Horwitz (1987) Beliefs about Language Learning Inventory (BALLI), a 34-item survey instrument, was used to collect data at the beginning of the second semester of Year One of their degree programme and also fourteen months later. Data analysis using frequency statistics 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. Most of them reported of being highly motivated to learn English and were positive about their ability to master the language. The findings also revealed that with the exception of slight change (ranging from 4% to 20%) to two items on language learning difficulty and six items on nature of language learning, most of their beliefs were stable over time. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10