HORWITZ BALLI QUESTIONNAIRE PDF

This study employs Horwitz’s BALLI () with the aim to investigate beliefs . Mori () developed her own language learning questionnaire to assess the. Introduction. The goal of language education is to provide students with tools they can use to become successful language learners. Students and educators are. The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A.

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It can be done through extra in-service training and they can be referred to readings which discuss the benefit of more communicative approaches to teaching EFL.

This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. Participants were 25 pre-service teachers. Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially qhestionnaire order to find out whether the beliefs regarded as detrimental are really detrimental as far as teachers and students are themselves concerned.

Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. This indicates that Iranian teachers and students have strong instrumental motivation for learning English and they feel that learning English will help their promotion in the future. Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, quesrionnaire Research interests in beliefs about language learning are not limited to those of language learners.

There was a significant difference in scores for the teachers M: These potentially detrimental beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more on communicative approaches in language learning and teaching.

The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers. But after three years of studying, there were not any significant changes in their beliefs.

The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and since most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.

First, teachers should be informed bwlli those unfavorable beliefs they have about language learning and they should try to improve these beliefs at the start of any program. All results will be given briefly in this section and discussed further in the next section.

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Most of the teachers and students agree or strongly agree to learn about English speaking culture and to learn English in an English speaking country. First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs.

Zhang and Cui investigated learning beliefs held by distance English language learners in China. Learning and Communication Strategies Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, In this study the teachers were asked not to answer item 16 because this item is specifically related to the students. For analyzing data SPSS software, version 16, was used. Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students.

Several studies have researched beliefs about the language learning of both in-service and pre-service teachers. Results All results will be given briefly in this section and discussed further in the next section.

Also these teachers had attended in-service teacher training programs to update themselves in language teaching and the processes of language learning. Few studies have compared the belief systems of these two major stake-holders in any educational enterprise. Horwitz developed this inventory for her foreign language teacher training course. She used the BALLI to collect data and the data analysis 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.

Download article Author Biodata Vol. Similarly, Bernat investigated the beliefs of participants in the Australian and American contexts and found that their beliefs were similar in all categories and it was concluded that despite a small number of inter-group differences, it seems premature to conclude that beliefs about language learning vary by contextual setting. The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students.

Their ages ranged from 25 to 39 with an average age of To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. Indeed teachers and students are interconnected components of an educational program; and in order to gauge the effectiveness of the system, their shared contributions should be taken into consideration rather than regarding them as detached.

The present study has identified important language-learning-related beliefs of Iranian teachers and students. The kind of practical knowledge which teachers use in teaching, appear to exist largely in very personalized terms, based on unique experiences, individual conceptions, and their interaction with local contexts.

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Beliefs about the nature of language learning, the role of the teacher, the role of feedback, language learning strategies, and self-efficacy were examined through surveys. The majority of the teachers and students believe they would learn to speak English and just 3. It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom language learning.

Both teachers and students had the same opinion that children can learn a foreign language easier. Curtin and Kern report that learner beliefs change little over time, but some scholars like Horwitz and Peacock propose that they are influenced by teacher interventions. Some of the beliefs held by students could possibly be harmful in case they prevented them from paying attention to other language skills and sub-skills.

Cummingscited in Richards, points out:. If they had any difficulty, the researchers could help the participants with any problems.

Table 1 horwiyz of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. In this study the responses of the participants have been shown in percentage. This is shown in Table 7. Samimy and Lee reported very similar findings, noting that the students tended to support the idea of accurate pronunciation, vocabulary learning, and using translation in Chinese learning: Data collection and analysis The questionnaire was administered to the chosen students and teachers in English.

Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers.

A Comparison of EFL Teachers and Students’ Beliefs about Language Learning

In the result section these items have been categorized based on the topic being discussed. These beliefs must be changed because they affect their teaching behavior in the classroom. The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies.

According to some scholars, these beliefs can be undesirable for language learning. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning. This can be seen in Table 6.