Categories of language learning beliefs

• Including beliefs reported by learners or observed by investigators

• 2 sets of language learning beliefs by Horwitz (1988) and Cotterall
(1995)
+ possibilities of learners’ beliefs system
+ their impacts on learners’ expectation and strategies
Horwitz’s sets of language learning beliefs

Difficulty of language learning

Foreign language learning

Nature of language learning

Strategies

Motivation and expectations

1. Difficulty in language learning

Some languages are easier to learn

than others.
It is easier to speak than understand a
foreign language.
1. Difficulty in language learning
Time investment in language learning

achieve easily and require enormous

quickly effort
attain fluency fast pessimistic about
 underestimate learning language
necessary time for  discourage
learning language  give up
 feel frustrated
2. Foreign language aptitude
• Beliefs in one’s capability of language learning
• Impacts of adulthood on one’s capability of language learning
It is easier for Some people are born
children than with with a special
adults to learn a ability to learn a
foreign language foreign language
3. Nature of language learning

• “Learning a foreign language is mostly a matter of learning a lot of

new vocabulary” Memorization of
• “Learning a foreign language is mostly
vocabulary, a matter of translating from the
grammar
first language. and translation
4. Strategies
Focus on accuracy
Focus on
over-concerned,
communicative
hesitate to
practices
participate in
=> nervous when
communicative
being interrupted by
activities
teachers to correct
mostly no
grammar mistakes
improvement
5. Motivations and expectations

• Learners’ beliefs:
+ Speaking language well ~ getting a good job, better understanding
native speakers
+ Learning a language – little/ no integrative or instrumental value
Cotterall’s sets of language learning beliefs

Teachers' roles

Role of feedback

Learner independence
Learners’
autonomy
Role of previous general learning experiences

Role of previous language learning experiences

Learner approachs to studying

1. Teachers’ roles
• Learners’ beliefs: Teachers must
+ explain purposes of in-class activities
+ give instructions, offer help
+ point out difficulties, specify amount of time for an activity
 dominant and authoritative
 low autonomy
2. Role of feedback

Dependent learners Autonomous learners

Rely on tests and feedback on Seek for feedback from different

learning progress given by the sources, including self- and
teachers teacher-assessment
Feedback ~ role of teacher
3. Learner independence
Dependent learners Independent learners
• Unwilling to try out new things • Interested in trying new things
• Apply same strategies to learn • Realizing learning language is
language as to learn other different from learning other
subjects subjects
=> Unable to independently
discover ways to increase
language skills
4. Role of previous general learning experiences

• Individual assessment of his/her ability to study in general  study

language well vs. study other subjects well

• Previous learning experiences  learners’ confidence

5. Role of previous language learning experiences
• Beliefs:
+ Successful in language learning in the past
+ Own ways of testing how much they have learnt
 Distinguish: being able to study language vs. formally studying l
language
 Integrate past experiences into self-affirming auto-evaluation in
present language learning
 Employ personal knowledge, task knowledge strategic knowledge to
further language learning
6. Learner approaches to studying
• Learner confidence and language learning experience
• Dependent learners:
+ Study target language ~ study other subjects
+ Feel embarrassed when talking about progress with teacher
+ Feel powerless to impact learning outcomes
=> Less autonomous
Implications for language teaching
• Realize learners’ beliefs about language learning
• Explore with learners’ their myths or misunderstanding about
themselves and language learning
• Promote reflection on language learning process
• Provide direct support in some cases