Does Learners’ Knowledge of Second Language Acquisition Matter?: Factors Affecting Learners’ Learning Beliefs
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Beyond the scope that has been limited to the identification of learners’ beliefs in different majors or English proficiency groups in previous research, this study aimed to investigate correlations among the following learner variables: 1) learners’ knowledge of language acquisition, 2) English proficiency, 3) learners’ experience of English communication both inside and outside the classroom contexts in Korea and both the quality and quantity of communication in English-speaking countries. The study further investigated possible change of learners’ beliefs and the underlying reasons. One hundred and eleven college students participated in the study using a revised BALLI. From the factor analysis and Pearson correlation coefficient, the results suggest positive correlations with ‘Learners’ motivation and expectations’ and negative correlations with ‘The nature of language and learning strategies’ in all learner variables. The study also yielded evidence supporting the change of learners’ beliefs. The causes of change were personal experience, teaching methods, and social needs.
Abstract
Beyond the scope that has been limited to the identification of learners’ beliefs in different majors or English proficiency groups in previous research, this study aimed to investigate correlations among the following learner variables: 1) learners’ knowledge of language acquisition, 2) English proficiency, 3) learners’ experience of English communication both inside and outside the classroom contexts in Korea and both the quality and quantity of communication in English-speaking countries. The study further investigated possible change of learners’ beliefs and the underlying reasons. One hundred and eleven college students participated in the study using a revised BALLI. From the factor analysis and Pearson correlation coefficient, the results suggest positive correlations with ‘Learners’ motivation and expectations’ and negative correlations with ‘The nature of language and learning strategies’ in all learner variables. The study also yielded evidence supporting the change of learners’ beliefs. The causes of change were personal experience, teaching methods, and social needs.
참고문헌 (18)
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