A Sociocultural Approach to Young Language Learners' Belief about Language Learning

Alanen, Riikka

doi:10.1007/978-1-4020-4751-0_3

Cited by 54 publications

(67 citation statements)

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“…The findings of the study were in line with Alanen (2006) and Yang and Kim's (2011) studies highlighting the role of beliefs as meditational means. They confirmed the suitability of sociocultural theory to investigate learners' beliefs in the process of time.…”

Section: Discussionsupporting

confidence: 87%

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

Shabani¹,

Heidarian²

2015

JET

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Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners' perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners' listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners' beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.

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Section: Discussionsupporting

confidence: 87%

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

Shabani¹,

Heidarian²

2015

JET

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“…As socicultural theory was applied to go through the theoretical findings of the study, it can be in line with Alanen's (2006) claim that beliefs are considered as meditational means aiming to be facilitative in the language learning process. In fact, beliefs seem to be adopted as a tool to regulate the process of language learning through mediation (Lantolf & Throne, 2006).…”

Section: Discussionmentioning

confidence: 59%

“…Fazilatfar, Rayati Damavandi, Harsij Sani, & Kia Heirati, 2014) also took account the beliefs and their changes in the process of language learning, highlighting the significance of beliefs in language learning process. Recent approaches toward belief studies have focused on the application of the sociocultural theory to investigate the dynamic nature of beliefs (see Rayati Damavandi, & Kia Heirati, 2015) and how they evolve during a period of time as a result of being involved in the context of interaction (see Alanen, 2006;Kalaja & Barcelos, 2006). As beliefs have been recognized as a key issue in the learning process, the study aimed to take the teacher and learners' beliefs about a general English course at university focusing on English for general academic purposes (EGAP) as a sub-division of English for specific purposes (ESP) and English for academic purposes (EAP).…”

Section: Beliefs In Language Learningmentioning

confidence: 99%

Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

Kojour¹,

Heirati²

2015

ELT

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This study was framed in the sociocultural theory to look into the evolution of L2 learners' beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the administration of Horwitz's (1988) BALLI questionnaire. Among the participants, 38 students were invited to take part in semi-structured interview sessions and fill in an open-ended questionnaire at the beginning and end of the term. Descriptive statics were applied to precisely analyze the quantitative data based on the questionnaire. In order to qualitatively analyze the data, the grounded theory methodology was utilized to code the data and find the main categories in line with the research questions of the study. Findings concluded that all the learners changed their simplistic beliefs about the general English course highlighting the attention to grammar and vocabulary. In fact, the teacher believed in teaching strategies to pave the way for the learners to comprehend the text better and apply the strategies while reading. The teacher's meditational activity assisted the learners to evolve their simplistic beliefs and be able to benefit from reading strategies for better comprehension. Awareness-raising activities should be done in terms of teachers' and students' beliefs about EGAP (English for general academic purposes) to equip L2 learners with better educational environments resulting in their enjoyment of the learning process.

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“…A teoria sociocultural é significativamente atrelada ao estudo de crenças, conforme pondera Alanen (2003), uma vez que essas possuem origem interacional e social. Sob essa perspectiva, elas são vistas como artefatos culturais que também têm a função de mediar as atividades humanas.…”

Section: Princípios Socioculturaisunclassified

“…Portanto, elas não se mantêm na mente por um tempo definitivo, mas são alteradas e desenvolvidas a partir de nosso engajamento social (KALAJA; BARCELOS, 2003). De acordo com Alanen (2003), sendo elas um tipo de conhecimento idealizado sobre o DOMÍNIOS DE LINGU@GEM (http://www.seer.ufu.br/index.php/dominiosdelinguagem) -v. 8, n. 1 (jan./jun. 20148, n. 1 (jan./jun. )…”

Section: As Crenças No Ensino-aprendizagem De Línguas Estrangeirasunclassified

Narrativas e crenças de alunos universitários de língua inglesa: o processo de ensino-aprendizagem visto pelo olhar dos aprendizes

Pires

Lima

2014

DomLing

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Narrativas e crenças de alunos universitários de língua inglesa: o processo de ensino-aprendizagem visto pelo olhar dos aprendizesUniversity English learners' narratives and beliefs: the teaching-learning process from the students' perspective Marília dos Santos Lima * Tássia Lutiana Severo Pires ** RESUMO: Este artigo apresenta questões relevantes para a aprendizagem de inglês no contexto brasileiro, a partir dos resultados de uma pesquisa 1 realizada com alunos universitários, tendo como objetivo averiguar suas experiências na escola regular e as crenças que abrangem o processo de aprendizagem do idioma, com o propósito de traçar um perfil dos estudantes envolvidos em pesquisa sobre o papel da colaboração na aprendizagem de língua estrangeira. Suas histórias expõem dificuldades, desejos e estratégias de aprendizagem. A partir das análises das narrativas, busca-se contribuir para a reflexão de alunos, de professores e de pesquisadores sobre o processo de ensinoaprendizagem de línguas. PALAVRAS-CHAVE:Narrativas. Experiências de aprendizagem. Língua inglesa. Crenças.ABSTRACT: This article reports on relevant issues concerning the learning of English in the Brazilian context from a research done with university students. This research aims to discover their experiences in the regular schools, as well as their beliefs about the factors that are related to the learning process in order to establish the profile of the students involved in the research about the role of the collaborative tasks in foreign languages learning. Their stories show their difficulties, desires and strategies to learn the language. The analyses of the narratives may contribute to students', teachers' and researchers' reflections about the teaching-learning process.

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A Sociocultural Approach to Young Language Learners' Belief about Language Learning

Cited by 54 publications

References 0 publications

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

Narrativas e crenças de alunos universitários de língua inglesa: o processo de ensino-aprendizagem visto pelo olhar dos aprendizes

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