The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A. Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian .. She acknowledged that the themes in her questionnaire were. It is concluded that development of the BALLI marked the beginning of . four items adapted from the Beliefs About Language Learning questionnaire (Horwitz, .
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Download article Author Biodata. Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism.
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The findings of this study are in line questionniare studies, such as Peacock and Wong Based on the analysis, questionnaure was found that that teachers and students hold a variety of beliefs about language learning. All results will be given briefly in this section and discussed further in the next section.
Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially in order to find out whether the beliefs regarded as detrimental are really detrimental as far as teachers and students are themselves concerned.
All of these may affect their attitudes and motivation in learning and may have an influence on their learning strategies and learning outcomes. 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. Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.
This can be seen in Table 6. For example, when they expect teachers to spend more class time on vocabulary, grammar, and translation and the teachers pay little attention to these areas; this may lead to frustration and dissatisfaction.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
For collecting data from the students, the researcher distributed the instrument during class time preceded by a brief explanation of the purpose and the nature of the study. Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.
This indicates that learning about the cultures of the target language is very important and that culture is an integral part of learning a foreign language. Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. Concerning the skills, Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent.
To sum up, both teachers and students have different beliefs concerning language learning. Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude.
The present study has identified important language-learning-related beliefs of Iranian teachers and students. Several broad differences were found, such as students focusing more on vocabulary and grammar.
Few studies have compared the belief systems of these two major stake-holders in any educational enterprise. In this study the responses of the participants have been shown in percentage.
Their ages ranged from 25 to 39 with an average age of The time needed for the participants to answer the questionnaire was not more than 20 minutes.
The kind of practical knowledge which teachers use in teaching, appear to exist largely in very horwiyz terms, based on unique experiences, individual conceptions, and their interaction with local contexts.
Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, 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.
If they had any difficulty, the researchers could help the participants with any problems. Peacockfor example, compared the beliefs of students and 45 university ESL teachers. First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. The items of the questionnaire appear in the results section.
Motivations and Expectations Concerning motivation and expectations, Hlrwitz 5 provides the results for six items 5, 20, 24, 29, 31, This finding may be indicative of the observation that Iranian teachers and students pay a lot of attention to language proficiency and in order to show their proficiency in English, they feel they should speak English with an excellent pronunciation.
These potentially detrimental beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more quesionnaire communicative approaches in language learning and teaching.
However, the gap is not limited to an Iranian context and the findings will contribute to the better understanding of the interrelationship between teacher and student roles in language learning internationally. For example, a majority of students agree with the following items: Horwits are a horwtiz studies which have compared student beliefs with teacher beliefs. Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude.
To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.
Sixty nine percent of the students agree that they have a special ability for learning foreign languages. 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.
This paper reports on a study that investigated language learning beliefs of intermediate and upper intermediate EFL students 74 females and 26 males with an average age of 15 and 80 EFL teachers 36 females and 44 males with an average age of 29 in Iran.
This is shown in Table 7. This study has two implications for other language teaching programs. In this study the teachers were asked not to answer item 16 because this item is specifically related to the students.