Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison.

Autor/in	Yang, Nae-Dong
Titel	Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison.
Quelle	In: Texas Papers in Foreign Language Education, 5 (2000) 1, S.39-52 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Beliefs; Child Development; Elementary School Teachers; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; Preservice Teacher Education; Second Language Instruction; Second Language Learning; Self Efficacy; Student Teacher Attitudes; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Belief; Glaube; Kindesentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Zweitsprachenerwerb; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study surveyed 68 Taiwanese preservice English elementary teachers regarding their beliefs about language learning and teaching. The survey examined their beliefs in five areas: child development, teaching English to children, teaching strategies and techniques, the nature of language learning, and self-efficacy and expectations. Data analysis indicated that the respondents shared several beliefs about child development (e.g., children's first language development is related to their second language learning). Most respondents believed that in learning English, younger is better, and more than half believed that people acquire language knowledge by repeatedly understanding expressions in the language that are a little beyond their current level of competence. Nearly all of the respondents felt that it is necessary to teach about foreign culture and that spelling and grammar should not be the first subjects to teach. Most believed that children acquire language by taking part in activities and that letting children use language to accomplish activities helps them learn. In general, the respondents had strong motivations and high expectations for becoming good elementary school English teachers. An appendix presents data on responses to each survey item. (Contains 21 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC