Advanced EFL Learners' Beliefs about Language Learning and Teaching: A Comparison Between Grammar, Pronunciation, and Vocabulary

Abstract

This paper reports on the results of a study exploring learners' beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners' beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners' views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners' views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners' language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and PREPRINT.Simon, Ellen & Miriam Taverniers (in press) Advanced EFL learners' beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary. English Studies [2011].2 vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching.

The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

“…The importance of studying learners' beliefs towards language learning has recently been drew attention of many researchers (Simon & Taverniers, 2011;Yoshiba, 2013;Fisher, 2013). Miccoli (1997Miccoli ( , 2000 maintained that -avoiding speaking in class is because of learners' fear of criticism of other classmates along with conceiving the class as a judgmental environment‖ (Cited in Aragao, 2011, p, 304).…”

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