Students' and Teachers' Beliefs About Language Learning
Students' and Teachers' Beliefs About Language Learning
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学生和教师对语言学习的信念
DOI：
10.1111/j.1944-9720.1995.tb00770.x
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发表时间：
1995
影响因子：
2.7
通讯作者：
Richard G. Kern
中科院分区：
文献类型：
--
作者：
Richard G. Kern
摘要 这项研究比较了一组学生与他们的老师以及他们在另一所学校的同龄人对语言学习的看法。它还进一步考察了学生信念的变化与他们的教师信念的关系，以努力发展关于教师信念对学生信念的潜在影响的假设。信念通过Horwitz(1985,1988)编制的语言学习信念问卷进行评估。结果发现，分析类型对结果有显著影响：对小组平均数和百分比的整体分析显示，教师和学生的信念以及学生在测试前和测试后的反应总体上相似，而对个人和课程组的分析则显示出更大的差异。研究结果表明，教师的信念只是影响学生语言学习信念的众多因素之一，需要进行多元研究设计，以更精确地探索学习者和教师信念系统之间的复杂相互关系。
ABSTRACT This study compares one group of students' beliefs about language learning with those of their teachers and with those of their peers at another institution. It furthermore examines change in students' beliefs in relation to those of their instructors in an effort to develop hypotheses about the potential influence of teachers' beliefs on students' beliefs. Beliefs were assessed by means of the Beliefs About Language Learning Inventory, developed by Horwitz (1985, 1988). Results were found to be significantly affected by the type of analysis: global analyses of group means and percentages showed overall similarities between teachers' and students' beliefs as well as between students' pre- and posttest responses, while analyses of individuals and course section groups revealed much greater differences. The findings of the study suggest that teachers' beliefs are but one of many factors that affect students' beliefs about language learning and that multivariate research designs are needed to explore with greater precision the complex interrelationships between learners' and teachers' belief systems.