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| 論文名稱 | College learner's English learng beliefs in Taiwan EFL context |
| 發表日期 | 2009-09-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | Wang, Weipei & Su, Chee |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Journal of Maori and Pacific Development |
| 發表卷數 | 10 |
| 是否具有審稿制度 | 是 |
| 發表期數 | 2 |
| 期刊或學報出版地國別/地區 | |
| 發表年份 | 2009 |
| 發表月份 | 10 |
| 發表形式 | 紙本 |
| 所屬計劃案 | no |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 | |
| 附件 |
2009 journal.PDF
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[英文摘要] :
Language learners hold a set of beliefs concerning language learning and these beliefs may influence the ways they learn even though these beliefs are not always explicitly stated. Wenzao Ursuline College of Languages in Kaohsiung, Taiwan has conducted the 36-credit General English courses for eight years; nevertheless, except the students’ language proficiency level, we have neither specific information nor any empirical studies relating to low achievement students’ beliefs and strategies about English language learning. This study aims to investigate a group of EFL college students’ language learning strategies and beliefs. The participants in this study are 120 freshmen from one of the classes in the 36-credit English program at Wenzao. Existing research in relation to language learning suggests that beliefs can influence learners’ motivation to learn, their expectations, perceptions of easiness and difficulty about language learning, and the strategies they choose in learning (Bernat, 2004; Chuo & Yen, 2008; Horwitz, 1987, 1999; Tanaka & Ellis, 2003; Victori & Lockhart, 1995; Yang, 1993, 1998). This study involves a survey and a semi-structured interview to a number of voluntary students. Quantitative data about students’ beliefs is derived from a 5-point Likert scale questionnaire and qualitative data is collected via taped interviews. The overall aim of the semi-structured interview is to follow up the information that participants provided in their questionnaire responses, gaining further information and opinion about students’ language learning beliefs. The researcher hopes that this study could become a basic step for a longitude research so that all the stakeholders have a chance to realize the differences students make. Most importantly, this research plays, in terms of English language learning and teaching, an initial role, attempting (a) to raise the students’ awareness of their English learning beliefs, (b) to provide suggestions to teachers in improving and course design and thereby maximize the English teaching/learning effectiveness, and(c)to inform subsequent teachers an understanding of their students in accommodating learners’ needs in the process of learning English.
