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Teacher’s Beliefs in Language Learning

Author: QiDanFeng
Tutor: XiaoDan
School: Southwestern University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Teacher’s Beliefs on Language Learning Novice EFL Teacher Experienced EFL Teacher
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 101
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Abstract

Teacher’s rooted beliefs on language learning can heavily influence the classroom activities than any other teaching approaches or curriculum outline. When teachers enter into schools beginning their professions, their language learning beliefs can directly impact their teaching decisions and teaching behaviors. Nowadays, most researches on language learning beliefs were generally focusing on the pre-service teachers or in-service teachers by taking quantitative methods, but the comparative study on the language learning beliefs between novice teacher and experienced teacher were rarely found. Therefore, the present research adopted qualitative method to deeply investigate into the two kinds of teachers’ beliefs on language learning in order to facilitate the novice teachers’ self- professional development.This research managed to extract the language learning beliefs of a novice teacher and an experienced teacher by exactly following the six steps of narrative inquiry approach:1) confirming research questions; 2) selecting research subjects; 3) entering into research field; 4) natural observation and open interview; 5)collecting and analyzing data; 6) finally, writing the final report. After revealing their implicit teaching beliefs on language learning from their explicit teaching events, and further reverting the beliefs to their life and learning experience, personal personalities and families, this study had the following findings:1) Both of the two teachers believe that language should be energetically and actively learned by students, but their inspiration method are different; 2) The novice teacher paid more attention to the instrumental purpose of language learning, but the experienced teacher was more tending to the humanities of language learning; 3) Both of the two teachers believe that non-cognitive factors are very essential to language learning, though they cared separately about confidence and sense of achievement through different ways; 4) Both of the two teacher’s beliefs about language learning are mainly produced by their own learning experience, life experience, families and teaching experience as well as their understandings about language.Therefore, this research brings some implications for the novice EFL teachers’ development as follows:1) improving novice teacher’s understandings about the instrumental function and humanism function of language is very necessary; 2) enhancing novice teacher’s attention on the non-cognition aspect of language learning is essential; 3) enriching novice teacher’s teaching experience and updating their understandings about language is very important; 4) further education and training are very indispensable for new EFL teachers’ self professional development.

Teacher’s Beliefs in Language Learning

Abstract

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