HORWITZ BALLI QUESTIONNAIRE PDF
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. Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, horwit 33 which dealt with foreign language aptitude.
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, Peacock concluded that learners with this belief may focus on memorizing vocabulary items and grammar rules and may not pay attention to the tasks which are given by teachers and they may also be dissatisfied with teachers who do otherwise in the classroom.
Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. The present study has identified important language-learning-related beliefs of Iranian teachers and students. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. 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.
This gap in the current literature on learning beliefs was the motivation behind conducting this study in a context where the issue has not received due attention by researchers. Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism. The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers. All the teachers who participated in this study had a BA in English and they had passed courses on language teaching methodology and second or foreign language acquisition.
The majority of the students and teachers agree that learning a language by spending one hour a day takes 1—2 years or 3—5 years. 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.
Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. Both teachers and students had the same opinion that children can learn a foreign language easier. This is shown in Table 7. Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students. The majority of the teachers and students Review of literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
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. For collecting data from the teachers, the researchers distributed the instrument to 91 teachers and explained the purpose and nature of the study, but only 80 teachers responded to the questionnaire.
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.
Research questions The questions that guided this research are the following: 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.
If they had any difficulty, the researchers could help the participants with any problems.
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Those language learners, who believe this may blame a lack of intelligence for their lack of progress and success, an unjustifiable assumption which leads to frustration and dissatisfaction. 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: The conclusions were that considerable efforts should be queshionnaire to eliminate any unfavorable trainee beliefs before they start teaching.
There are a few studies which have compared student beliefs with teacher beliefs. Research interests in beliefs about language learning are not limited to those of language learners.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
This represents that almost half of the students underestimate the difficulty of speaking a foreign language and according to Peacock the learners who underestimate the difficulty of language learning are significantly less proficient than those who thought otherwise and it is possible that their lower proficiency is a result of such a belief.
Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, Also these kinds of students hoewitz maybe dissatisfied with a questiomnaire who does not emphasize grammar, vocabulary, and translation in classroom tasks.
The findings of Horwitz, Kern, and Mantle-Bromely were similar in several aspects and they observed that some of the learner beliefs were different from teacher beliefs. The time needed for the participants to answer the questionnaire was not more than 20 minutes. The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.
The majority of the teachers and students believe they would learn to speak English and just 3. According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
Data collection and analysis The questionnaire was questionnairre to the chosen students and teachers in English. According to some scholars, these beliefs can be undesirable for language learning.
The items of the questionnaire appear in the results section. Few studies have compared the belief systems of these two major stake-holders in any educational enterprise. Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, 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.
Although there are numerous independent studies on student or teacher beliefs about language learning, there has been relatively little work on comparative studies in this area in general, and in Iran baalli particular.
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. In terms of gender, the students were not balanced 74 females and 26 males.
The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students. All of these may affect their attitudes and motivation in learning and may have an influence on their learning strategies and learning outcomes. All results will be given briefly in this section and discussed further in the next section.
Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning. Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent. Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning.
To sum up, both teachers and students have different beliefs concerning language learning.