SEMINAR 2

Members : 1. Pham Thi Tuong Vi 2. Phan Thi Thao 3. Le Thi Hong Que 4. Ha Hong Xuan Truong

Instructor : Ph.D Nguyen Van Lo

SEMINAR 2

Learner beliefs about language learning: Where do they come from and should or can we change them?

OUTLINE

1. Definition of learner beliefs 2. Types of learner beliefs 3. Where do learner beliefs come 4. 5. 6. 7.

from? Roles of learner beliefs Can we change learner beliefs? Should we change learner beliefs? How can we change learner beliefs?

Definition of learner beliefs

When we say a learner has a belief about language learning we mean: 1. (s)he has identified different attributes about language learning and their ability to learn languages for example:
the language they are learning how best to learn a language the importance of learning about the culture of the second language whether they expect to be successful

2. (S)he has evaluated these attributes as positive or negative.

(Rod Ellis, University of Auckland and Shanghai International Studies University)

Definition of learner beliefs

Examples of learner beliefs to speak English well. I think I can learn

It is very important to have a firm

understanding of the grammar of English. country. make.

I can learn best if I am in an English-speaking It is helpful if the teacher corrects any errors I

Definition of learner beliefs

The nature of learner beliefs * Beliefs relate to both:

- Cognitive aspects of language learning (e.g. whether language learning is primarily an analytic or experiential activity) - Affective aspects (e.g. self-efficacy)
(Rod Ellis, University of Auckland and Shanghai International Studies University)

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Types of learner beliefs identified two broad Tanaka (1999)

- beliefs about self as a language learner (self-efficacy, confidence, aptitude, motivation)

dimensions of learners beliefs:

- beliefs about approaches to language learning (analytic and experimental learning)

Where do learner beliefs come from? Family and home background (Dias, 2000; Schommer,

1990, 1994), Cultural background (Alexander & Dochy, 1995); Alexander & Dochy 1995), Classroom/social peers (Arnold, 1999), Interpretations of prior repetitive experiences (Little, Singleton & Slivius, 1984; Gaoyin & Alvermann, 1995; Kern, 1995; Roberts, 1992), Gender (Siebert, 2003), Personality (Furnham, Johnston & Rawles, 1985; Langston & Sykes, 1997); Abraham & Vann 1987; Furnham, Johnson & Rawles 2002), The level of language instruction (Rifkin's, (2000), The nature of language studied (Rifkin's,2000), The type of educational institution (Rifkin's, 2000).

* For learners : + (Kuntz, 1996) :

Roles of learner beliefs

- Preconceived beliefs influence learner's attitude or motivation and precondition of the learner's success + (Kern, 1995; Oh, 1996): - Supportive and positive beliefs help to sustain motivation - Negative or unrealistic beliefs lead to decreased motivation, frustration, anxiety

* For learners : + Horwitz, (1987,1988); Victori and Lockhart, (1995);

Wenden, (1991): Explore own beliefs lead to more effective language learning behaviours / greater selfknowledge and autonomy + Horwitz, (1987): Unsuccessful learning experience Require of special abilities to learn a language Learners beliefs reflected through their learning process.

Roles of learner beliefs

* For teachers : + (Sakui & Gaies 1999): make it possible to create a mode of instruction satisfying students needs and goals + Horwitz (1988:283): have better understanding of the students expectation of, commitment to, success in, and satisfaction with their language classes + (Breen, 2001): Learners' expectations and strategies used can inform teachers future syllabus design and practice in the course.

Roles of learner beliefs

Roles of learner beliefs Relationship between beliefs and

language learning
Strong direct effect on what is learned

mediated by learning strategies

Weak

depend on mediating factors (e.g. the learners motivation and/ or situational factors)

The relationship between beliefs and language proficiency

* Tanakas (2004) study of Japanese learners: - The relationships between beliefs and proficiency measures were very weak. - Changes in beliefs relating to analytic learning and affective states not affect either general proficiency or speaking ability.

Roles of learner beliefs

+ Rod Ellis : Learners need to:

Should we change learner beliefs?

- Be made aware of their beliefs and how these affect their learning. - Be able to change their beliefs to make learning more effective. + Cotterall, (1995, p. 203). Kern (1995): - Differences between student and teacher beliefs tension in the classroom

Be changeable if change the propositions with

Can we change learner beliefs ?

which the beliefs are entangled (Alexander & Dochy, 1994, p. 239). Be a fairly stable body of knowledge (Arnold, 1999; Dweck, 1999; Nespor, 1987) Impose of change upon the factors ( students needs, preferences, beliefs, learning styles, and educational backgrounds) can lead to negative reactions Bassano (1986)

How can we change learner beliefs? * Bassano (1986): offers teachers six steps

towards dealing with student beliefs: 1- become aware of students' past classroom experiences and their assumptions about language learning; 2- build students' confidence; 3- begin where the students are and move slowly; 4- show them achievement; 5- allow for free choice as much as possible; and 6- become aware of the students' interests and

How can we change learner beliefs? * Negative beliefs dissatisfaction with the
course and anxiety.
-

Mantle-Bromley (1995):

attend to the affective and cognitive components of students' attitudes develop defendable pedagogical techniques

How can we change learner beliefs? + Horwitz (1999):

Teachers cannot modify instruction to each belief of each student, must out of necessity deal with groups of students. investigation of beliefs about different behaviors in the language classroom . (teachers can be aware of different learner types that need to be accommodated.)

How can we change learner beliefs? + Wenden (1991); Yang (1999):

time and effort to

beliefs

investigate foster positive beliefs minimize negative

time well spent provide knowledge or illustrations concerning the nature and process of SLA persuasive communication or group discussion raise students metacognitive awareness

How can we change learner beliefs? + Morgan (1993) : suggests that four aspects of
classroom persuasion should be considered in attempting to change students' attitudes and beliefs:
1- learning content should require active learner involvement; 2- the classroom environment should be of "change or novelty"; 3- students need to struggle with complex material and reach their own conclusion; and 4- students should become aware of their attitudes toward language and culture.

How can we change learner beliefs?

* However: - Stevick (1980): Success depends less on the materials and teaching techniques in the classroom & more on what goes on inside the learners.

SEMINAR 2 3 4 5

THANK YOU FOR LISTENING

Roles of learner beliefs Relationship between beliefs and

language learning
mediated by learning strategies

Weak

Beliefs Learning strategies (actions) LL Ex : It is important for me to learn grammar I try to memorize rules I do well in grammar