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الرئيسية > Teachers And Students Beliefs...>الوصف

Teachers And Students Beliefs About Language Learning

المصدر: زانكو - الإنسانيات
الناشر: جامعة صلاح الدين
المؤلف الرئيسي: Al Jibory, Fay (Author)
المجلد/العدد: مج20, ملحق
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2016
الصفحات: 200 - 206
ISSN: 2218-0222
رقم MD: 769985
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: HumanIndex
مواضيع:
السياسة التعليمية | البرامج التعليمية | الوسائل التعليمية | علم الترجمة | التعليم الجامعي | طلاب الجامعات | اللغة الكردية
كلمات المؤلف المفتاحية:
Teacher beliefs | student beliefs | language teaching | language learning
رابط المحتوى:

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المستخلص: Beliefs and perceptions about language have long been acknowledged to influence both language teaching and language learning processes. Starting with the so-called ‘effective teacher’ studies of the 1960s and 1970s, research has documented the prevailing influence of beliefs formed during an ‘apprenticeship of observation’ (Lortie, 1975), in which teachers learn to teach by assimilating the ways in which they were taught in schools. Concern about the negligible impact of both initial teacher training and continuous professional development on this apprenticeship has focused on the implicit, but enduring way in which beliefs shape teaching approaches and understanding of what occurs in the classroom. More recently, attention has been drawn not only to beliefs related to observable teaching behaviour, but also to how teacher beliefs are related to learning. It has been widely documented that learners approach the learning environment with their own beliefs and perceptions about language learning which are not necessarily shared by teachers, but too often there is a failure to explore the way such beliefs shape engagement and learning outcomes. This small scale study conducted in an EAP context in Kurdistan used questionnaires to examine the beliefs that teachers and students hold about language learning. Whilst similarities were found in responses within both groups, indicating common beliefs shared by students as a group, and teachers as a group, incongruences were found between the two groups in key areas relating to pedagogy and error correction. Implications of such opposing beliefs for the process of language teaching and learning are discussed in the light of these results. Notably, the need for teachers to recognize the role of beliefs in learning, and the effect that such a lack of shared assumptions about teaching and learning has for achieving learning outcomes. The paper ends with a call for further research to expand our understanding in this field
ISSN: 2218-0222

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