1. The learners' beliefs of EAP students in GWU and the influence of their beliefs in learning
2. The difference of learners' beliefs between students with different major fields
3. The strength of learners' beliefs (how hard to change them) in students with different ages
People in the group:
Abdullah, Chinfeng, Domey, Patipat, Yan
Wednesday, September 30, 2009
Monday, September 28, 2009
Literature Review
The Beliefs About Language Learning Inventory (BALLI) was developed by Horwitz (1988) to assess the learners' beliefs about secondary/foreign language learning. In the past two decades, extensive research was devoted to this field. Although some articles also provided other methodologies, most of the researchers took BALLI as the researching tool and conducted their studies based on the result of this survey.
Much research had discussed the factors that influence the learners' beliefs and the changes in them. Bernet and Lloyd (2007), for example, explored the gender effect on EFL learners' beliefs and found that beliefs were mostly similar. Also, Diab (2006) found that students' beliefs about learning English and French in Lebanon were different. However, most of the studies tried to find how the environmental factors influence the beliefs. Kern (1995) found that teachers' beliefs only had little influence on students' beliefs at the global level. Mantle-Bromley (1995) found that students usually have many misconceptions, and the teaching style of their teachers seems to make a difference in the the beliefs. Horwitz (1999) concentrated on the cultural factors and found difficulty in teasing apart culture and learning context. Tanaka and Ellis (2003) conducted their research on 166 students during a 15-month period studying abroad, and found changes in analytical, experiential language learning and self-efficacy, but no effect on proficiency. Amuzie and Winke (2009) conducted similar research on 70 students studying abroad and found that the duration had effect on the change of learners' beliefs.
As the conclusions of Amuzie and Winke (2009) and Tanaka and Ellis (2003), studying abroad may influence the change of learners'beliefs. However, more than two countries assigned English as one of the official languages, the effect of studying abroad may also be relative to the culture of these countries. Advanced research about learning English abroad in different countries could be conducted to discuss the difference.
Much research had discussed the factors that influence the learners' beliefs and the changes in them. Bernet and Lloyd (2007), for example, explored the gender effect on EFL learners' beliefs and found that beliefs were mostly similar. Also, Diab (2006) found that students' beliefs about learning English and French in Lebanon were different. However, most of the studies tried to find how the environmental factors influence the beliefs. Kern (1995) found that teachers' beliefs only had little influence on students' beliefs at the global level. Mantle-Bromley (1995) found that students usually have many misconceptions, and the teaching style of their teachers seems to make a difference in the the beliefs. Horwitz (1999) concentrated on the cultural factors and found difficulty in teasing apart culture and learning context. Tanaka and Ellis (2003) conducted their research on 166 students during a 15-month period studying abroad, and found changes in analytical, experiential language learning and self-efficacy, but no effect on proficiency. Amuzie and Winke (2009) conducted similar research on 70 students studying abroad and found that the duration had effect on the change of learners' beliefs.
As the conclusions of Amuzie and Winke (2009) and Tanaka and Ellis (2003), studying abroad may influence the change of learners'beliefs. However, more than two countries assigned English as one of the official languages, the effect of studying abroad may also be relative to the culture of these countries. Advanced research about learning English abroad in different countries could be conducted to discuss the difference.
Monday, September 21, 2009
Citation
(Introduction, on the textbook)
(Sections below written by Arthur Rimbaud)
The most accepted theory is that: "Citations are used to recognize and acknowledge the intellectual property rights of authors. They are a matter of ethics and a defense against plagiarism." This theory is widely proposed in manuals and standard practice guides. In the well-established field like the sciences, there is also a theory which has many supporters. " Citations are used to show respect to previous scholars. They recognize the history of the field by acknowledging previous achievement."
Some researchers also provided theories about citation. In the rhetorical aspect, Gilbert(1977) said that citations are tools of persuasion; writers use citations to give their statements greater authority. Swales(1990) also claimed that citations are used to create a research space for the citing author. By describing what has been done, citations point the way to what has not been done and so prepare a space for new research. And in the economic aspect, Ravetz(1971) developed a theory that citations operate as a kind of mutual reward system. Rather than pay other authors money of their contributions, writers “pay” them in citations. Besides, Vavelas(1978) also provided a theory from the sociological viewpoint. He said that citations are used to supply evidence that the author qualifies as a member of the chosen scholarly community; citations are used to demonstrate familiarity with the field.
Sunday, September 20, 2009
Sources Selected - About Learners' Beliefs in Secondary Language Learning
DB used: Linguistics and Language Behavior Abstracts
Keywords used: 1. ( (internation*) or (secondary) or (foreign) ) and (language*) and (belie*)
2. ( (secondary language*) or (EFL) ) and (belief*) and (student*)
Both of the articles were found in the "Linguistics and Language Behavior Abstracts" database. I used the 2 sets of keywords listed above to search the database. While using the 1st set of keywords, I found an article, which has the title "Second Language Learners' Beliefs About Grammar Instruction and Error Correction". This article was used as a source of one of my peers, so I tried to looking into the reference of that article, and find my 1st selection. Then, I used the 2nd set of keywords, and found the 2nd selection of my articles.
1st Source --
Title:
The relationship between EFL learners' beliefs and learning strategy use
Abstract:
How are foreign language/second language learners' beliefs about language learning related to their learning strategy use? The present study addresses this question by investigating the relationship between college EFL (English as a foreign language) students' beliefs about language learning and their use of learning strategies. This study found that language learners' self-efficacy beliefs about learning English were strongly related to their use of all types of learning strategies, especially functional practice strategies. Also, learners' beliefs about the value and nature of learning spoken English were closely linked to their use of formal oral-practice strategies. The results of this study suggested cyclical relationships between learners' beliefs and strategy use. A theoretical construct of learners' beliefs was then proposed and pedagogical implications were discussed.
APA Citation:
Yang, N. (1999). The relationship between EFL learners' beliefs and learning strategy use. System, 27, 515-535
Justification:
There are 3 reasons why I choose this article. First, this article was written by a researcher who got her Ph.D. in US about language learning in 1992, but teaches in the NTU now (my home country), so her study was using the college EFL (English as a foreign language) students in Taiwan as cases. Maybe the result of her study will be useful to a person like me. Second, this article discussed about the relation between learners' beliefs and the learning strategies they use (especially functional practice strategies), that's also close to the article we read in class. Third, she also discussed some theoretical construct of learners' beliefs in this article. That will be useful when we try to understand more about learners' beliefs and the influences of them.
2nd Source --
Title:
University Students' Beliefs and Attitudes regarding Foreign Language Learning in France
Abstract:
This study is based on a survey of 1,305 university students enrolled in English & other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs & attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs & attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factors (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs & more by intrinsic reasons. Tables, Figures, Appendixes, References. Adapted from the source document.
APA Citation:
Piquemal, N. (2006). University Students' Beliefs and Attitudes regarding Foreign Language Learning in France. TESL Canada journal, 24(1), 113-133.
Justification:
There are 2 reasons why I choose this article. First, this study was based on the university students taking English or other foreign-language classes. Second, this article discussed not only about the beliefs & attitudes of students, but also about the change of these beliefs and attitudes while they learning.
Wednesday, September 2, 2009
Graduate Students' Time Management
After being admitted as a graduate student, people may face a situation very different from what they had experienced before. They may find that they have fewer courses to take during each semester, so some may think that they have more time to waste.
However, professors often ask graduate students for more while giving them less in the meantime. It means that there may be more responsibilities a graduate student should take. Some students may not get used to dealing with the situation, and maybe some even haven't noticed the difference between graduate and undergraduate studying, so they might have some problems. Maybe they can't understand what was taught in class because they did not read the materials given. Maybe they will miss the due-date of the project or term-paper.
In my opinion, I think it's very important for graduate students to have a "calendar." Having a study calendar may be helpful in keeping track of their long-term or short-term studying plan. And then, to make a to-do list might be helpful, too. A prioritized to-do list may help a graduate student to check if there is something forgotten, and to make sure what must be done first.
If a graduate student can make a good plan for their studies, and follow the plan day by day, I think he may perform better in there courses and enjoy the life more,
However, professors often ask graduate students for more while giving them less in the meantime. It means that there may be more responsibilities a graduate student should take. Some students may not get used to dealing with the situation, and maybe some even haven't noticed the difference between graduate and undergraduate studying, so they might have some problems. Maybe they can't understand what was taught in class because they did not read the materials given. Maybe they will miss the due-date of the project or term-paper.
In my opinion, I think it's very important for graduate students to have a "calendar." Having a study calendar may be helpful in keeping track of their long-term or short-term studying plan. And then, to make a to-do list might be helpful, too. A prioritized to-do list may help a graduate student to check if there is something forgotten, and to make sure what must be done first.
If a graduate student can make a good plan for their studies, and follow the plan day by day, I think he may perform better in there courses and enjoy the life more,
Task 6, question 7
If the writer don't think that the solution would work, maybe he will write down some sentences like these:
1. If he doesn't want to describe another solution of this problem, maybe he will write, "Even if the settlements are better regulated, it is doubtful that the housing shortage may begin to alleviated. Maybe there is still something else need to be done in the meantime to help solving the problem."
2. If he wants to describe another solution of this problem, then he could write, "Although the regulation may be useful in solving this problem, I think that it's not only the government but also the companies in Delhi responsible for this situation."
1. If he doesn't want to describe another solution of this problem, maybe he will write, "Even if the settlements are better regulated, it is doubtful that the housing shortage may begin to alleviated. Maybe there is still something else need to be done in the meantime to help solving the problem."
2. If he wants to describe another solution of this problem, then he could write, "Although the regulation may be useful in solving this problem, I think that it's not only the government but also the companies in Delhi responsible for this situation."
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