Grammar Is Irrelevant – The Role of Epistemological Beliefs in Students’ Learning Success
Grammar Is Irrelevant – The Role of Epistemological Beliefs in Students’ Learning Success
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语法无关紧要 – 认识论信念对学生学习成功的作用
DOI：
10.1007/978-3-030-39257-4_5
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Daniela
中科院分区：
文献类型：
--
作者：
Elsner;Daniela
Studies in the field of German linguistics reveal that the grammar proficiency of teacher trainees studying German is rather poor. Since research in educational sciences shows that epistemological beliefs play a major role in the learning success we want to test, (i) whether there is a positive correlation between epistemological beliefs and grammatical knowledge, and (ii) whether certain epistemological beliefs go along with a more sophisticated self-concept, more elaborate learning strategies as well as a higher motivation to deal with grammar. In this paper we report on the results of a questionnaire that investigates the relations between epistemological beliefs and the other variables of 201 students of German. Our results show that a poorer performance in the grammar test correlates with a lower motivation, a worse self-concept, and the use of repetitive learning strategies. Assuming that motivation is one of the key factors triggering learning processes, we conclude that it is necessary to review the academic curriculum and to implement different teaching methods in order to enhance the students’ motivation to deal with grammar.
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