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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ...
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Humor and Play in Language Classroom Interaction: A Review of the Literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
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Practical Applications for Corpora: The Role of Research-based Linguistics in Literacy & Education for the Tibetan Language ...
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ...
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Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ...
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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ...
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| 18 |
From motivation to emotion: a new chapter in applied linguistics research
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In: Centre for Teaching and Learning (2015)
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O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar
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The nature of language learners' beliefs: A half-told story
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Abstract:
Substantial amount of research regarding L2 learners' beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners' beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners' beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners' beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners' beliefs. The beliefs that the learners held were not always in harmony and some of them can be self contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners' beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an inter-related construct that has dual features and sometimes can be paradoxical. ; Una proporción significativa de la investigación existente sobre las creencias de los aprendices de L2 ha sido producida en años recientes. Sin embargo, la naturaleza de dichas creencias no ha recibido aún suficiente atención. Nuestra compresión de este constructo presenta la paradoja de que los estudios iniciales indicaban una estabilidad en las creencias de los aprendices, mientras que los más recientes atestiguan cambios en las mismas. Para este estudio longitudinal se recogieron datos a lo largo de un período de 18 semanas mediante diversas herramientas. Los resultados dan fe de la complejidad de las creencias de los aprendices. Sus creencias sobre el aprendizaje de la L2 no siempre eran coherentes entre sí. Además, mientras que algunas creencias pueden evolucionar, otras se mantienen relativamente estables. El estudio concluye que las creencias de los aprendices de L2 pueden concebirse como un constructo complejo con rasgos duales y, en algunos aspectos, paradójico.
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Keyword:
Ansiedad; Applied linguistics; Case study; Changes in learners' beliefs; Chinese language learners; Contexto; Disposición a comunicarse; Education; Estudio de casos prácticos; Learners' beliefs; Motivación; Personalidad
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URL: http://hdl.handle.net/10201/47328
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