UNDERSTANDING TEACHERS AND STUDENTS LANGUAGE LEARNING BELIEFS IN EXPERIENCE: A DEWEYAN APPROACH

AUTOR(ES)
DATA DE PUBLICAÇÃO

2000

RESUMO

In recent years, an increasing number of investigations have focused on language learning beliefs in the field of applied linguistics. Researchers have begun to recognize the set of assumptions and interpretations that learners bring with them to the language classroom (Abraham &Vann, 1987; Cotterall, 1995, 1999; Horwitz, 1987; 1999; Riley, 1997; Sakui &Gaies, 1999; Wenden, 1986, 1987, 1991). These researchers have argued that learners have positive contributions to make to the language lesson. Understanding their contributions is essential for effective teaching and learning because they are likely to influence the learning process. The significance of investigating language learning beliefs has been related to (a) students use of language learning strategies (Horwitz, 1987; Kern, 1995; Oxford, 1990, Wenden, 1987), (b) learners anxiety (Horwitz, 1990), and (c) autonomous learning (Cotterall, 1995). Most of the studies have centered on language learners beliefs about learning languages and have drawn relationships between their beliefs and their influence on learners approach to learning and to self-directed learning. It is argued that what learners believe about language learning will influence what they do to learn languages. Other studies have emphasized language teachers beliefs and their influence on teachers practice (Horwitz, 1985, 1988; Richards &Lockhart, 1994; Richards, 1998). In short, the studies have explored either teachers beliefs or learners beliefs separately. Some researchers, concerned about the origin and development of learners beliefs, have suggested that teachers exert a strong influence on the development of learners beliefs about language and language learning (Rubin, 1987; Wenden, 1987). Because teachers exert a position of authority in the classroom, they are seen as experts by students, and thus, may influence students beliefs (Horwitz, 1988). It is believed that effective teaching and learning develop from the similarity between teachers and students beliefs. Nevertheless, students bring their own interpretations to the process and these may not coincide with the teachers, thus resulting in a conflict or mismatch. Few studies have examined how teachers and students beliefs interact. The few studies that have investigated this relationship have used questionnaires or inventories. The use of this kind of instrument makes it difficult to understand the process from an emic perspective. Further, it reinforces an abstract view of beliefs by disconnecting them from actions and from teachers and students real contexts and experiences. Other studies have employed a more interpretive framework, but have looked only at the influence of teachers beliefs on students beliefs and not vice versa. In brief, although they have employed a more emic perspective, most of them have failed to consider the interrelationship between beliefs and actions and the influence of students beliefs on teachers practice. The purpose of this study is to investigate the relationship between teachers and students language learning beliefs, with specific reference to American ESL (English as a second language) teachers and their Brazilian students in the setting of an international language institute in the US. This study examines not only how the teachers beliefs may influence students beliefs, but also how students beliefs and actions may influence the teachers actions and beliefs. This requires the investigation of teachers and students language learning beliefs and their actions in the actual setting where formal instruction occurs the language classroom. A central assumption in this study is that beliefs are part of our mode of interaction in our environment. From an ecological perspective (Dewey, 1933, 1938; van Lier, 1997), beliefs cannot be separated from our identities, actions, and social experiences.

ASSUNTO(S)

aprendizagem de inglês crenças de alunos sobre aprendizagem de inglês language learning conflito entre crenças de professores e alunos metodologia de investigação das crenças english language education crenças de professores sobre ensino de inglês ensino e aprendizagem de inglês linguistica aplicada english as a second language

ACESSO AO ARTIGO

Documentos Relacionados