Using Student Beliefs About Language Learning and Teaching in the Foreign Language Methods Course
Datos Bibliográficos
| ID | 8938541 |
|---|---|
| Autores | Elaine K Horwitz (The University of Texas at Austin, autor de correspondencia) |
| Año | 1985 |
| Volumen | 18 |
| Número | 4 |
| Páginas | 333-340 |
| Fecha de publicación | 1985-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1985.tb01811.x |
| OpenAlex | W2013635765 |
| Idioma | EN |
| Citas recibidas | 80 |
| Referencias citadas | 2 |
Prospective foreign language teachers enter the methods class with many preconceived ideas about how languages are learned and how they should be taught. These beliefs can directly interfere with their understanding of and receptivity to the information and techniques presented in the methods class. This paper describes two instruments for eliciting student beliefs about language learning and teaching, the Foreign Language Survey (FLAS) and the Beliefs About Language Learning Inventory (BALLI), and reports on typical responses of methods students to the BALLI. The discussion of the instruments and the student responses illustrate the kinds of beliefs students may hold which can inhibit their learning. It is suggested that a systematic assessment of student beliefs would increase student learning and satisfaction in the foreign language methods class
Class (philosophy · Foreign language · Foreign language teaching · Language acquisition · Language assessment · Language education · Mathematics education · Pedagogy · Teaching method · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
A Review of Historical Changes in the Domain of Lexis in English
Crenças de alunos brasileiros (de japonês como le) em relação à habilidade de fala em língua japonesa
Enseñar gramática y cultura en la lengua extranjera? Empezando en las zonas de mayor resistencia
A Study on the Learning Beliefs of Chinese as a Second Foreign Language for English Majored Students of Banking University Ho Chi Minh City
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
The Beliefs about Language Learning of Beginning University Foreign Language Students
Cognition Plus
Students' and Teachers' Perceptions of Effective Foreign Language Teaching
Advanced EFL Learners' Beliefs about Language Learning and Teaching
From Jyoti to Jasmine
Stilovi i strategije učenja engleskog jezika
Konferencijski sažeci autora sa srpskog govornog područja
Learning More FLs, learning English Outside of School and Gender Correlated with Success, Beliefs and Language Learning Strategies
School Education Projects Experiences
Analysis of English Language Teaching and Learning from the Observer’s Point of View (Elementary School Level – Third Circle of Learning)
Literature and the Crisis of the Humanities after Postmodernism
Jedan pogled na položaj žena u Crnoj Gori u XIX i početkom XX vijeka
Barokna geometrija rečenice u delu Život Save Tekelije Jovana Subotića
Conjunctive Adverbs as Elements of Metadiscourse in Research Articles in the Field of Psychology Written by Native and Non-Native Speakers of English
Grad, film i modernitet
Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback
Exploring Chinese Foreign Language Aptitude among Undergraduates in a Public Sector University
Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program
Língua inglesa no contexto acadêmico-universitário
Exploring the Language Learning Beliefs of Thai Junior High School Students in Chinese Learning
Student perceptions of university internationalisation in Brazil – a case study
The Relationship Between University Students’ Epistemological and Foreign Language Learning Beliefs
English learners’ beliefs about L2 speaking fluency
A metaphor analysis of EFL graduate students’ beliefs about an EAP textbook
Internationalization Based on Content Modification Combined with Project Management Methodology
Bringing a social semiotic perspective to secondary teacher education in the United States
The Role of Learning Activities in Shaping Emotional Responses of U.S. Study Abroad Students in Learning Czech
Beliefs about multimodality with English learners and their peers in the content areas
Relationships between beliefs about assessment and self-regulated learning in second language learning
Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners
The native speaker model and language learners
The native speaker model in Japan
Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China
EAP teachers’ assessment literacy
Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom
Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction
What makes learning Chinese characters difficult? The voice of students from English secondary schools
How the experience of assessed collaborative writing impacts on undergraduate students’ perceptions of assessed group work
From transmission to negotiation
O efeito retroativo de um exame de seleção no ensino de inglês
A Privilege and a Weapon”
What students are telling us
Cultural and situational influences on foreign language learners' beliefs about language learning
Empowering Students With Language Learning Strategies
Plurilingual and pluricultural competence (PPC) scale
Exploring Effective Foreign Language Teaching from the Eyes of Iranian Learners
Promoting better language learning among Japanese language teachers
Exploring the gap between teachers' and learners' beliefs about ‘useful’ activities for EFL
Beliefs about language learning and their relationship to proficiency
Effects of authority
Student beliefs (or metacognitive knowledge) about SLA reconsidered
From multilingualism to plurilingualism
Tracking changes in pre-service EFL teacher beliefs in Greece
Enhancing metacognition in self-directed language learning
The mission statements of the federal universities and the projection of internationalization in Brazil
Pre-service ESL teachers' beliefs about second language learning
From students’ and teachers’ perspectives
Student attitudes to the learning of English at secondary and tertiary levels
Changes in two migrant learners' beliefs, learning strategy use and language achievements in a New Zealand context
Language learner beliefs and study abroad
Experts' personal metaphors and similes about language learning strategies
Introduction to Beliefs about SLA revisited
The sociocultural dimension of Tefl education
Secondary school students’ beliefs about multilingualism across contexts
Creencias sobre el aprendizaje de una lengua extranjera en el contexto universitario
Causal Relationships Between Communication Confidence, Beliefs About Group Work, and Willingness to Communicate in Foreign Language Group Work
Shall we delay teaching characters in teaching Chinese as a foreign language
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
Students' and Teachers' Beliefs About Language Learning
Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom
A Comparison of the Attitudes of Learners, Instructors, and Native French Speakers About the Pronunciation of French
Grammar Teaching and Learning in L2
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability
The officialization of English and ELT in Japan
| Obras citantes distintas | 80 |
|---|---|
| Citas por año | 2,11 |
| Intervalo de citas | 1988 - 2026 (39) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 77 |