University students beliefs about language learning and the effect of a language acquisition course

Eleni Agathopoulou Aristotle University of Thessaloniki

GALA 14, Thessaloniki 14-16 December 2007

Aim of the study

To investigate beliefs about language learning in a group of Greek students who were also prospective language teachers whether a second language acquisition course may transform these beliefs

The importance of beliefs

Beliefs about language learning influence language learning and language-teaching practices (Borg 1998, 1999, 2003; Peacock 2001).

Students beliefs & language learning

Students have incorrect beliefs about how foreign languages are learned, which may be detrimental on their learning (studies based on results from Horwitzs (1988) Beliefs About Language Learning Inventory, in Peacock 2001: 178).

Possible effects of students beliefs on language learning

Examples Belief: Learning a foreign language is mostly a matter of learning a lot of grammar rules Students may focus on learning grammar rules to the exclusion of other tasks. Belief: People who speak more than one language well are very intelligent Students may blame slow progress/failure on lack of intelligence, which may lead to more frustration
(Peacock 2001: 179)

Teachers beliefs may affect language teaching (& learning)

Example: Assumed target: development of communicative competence (implies focus on meaning). BUT: Note teacher feedback
T: What did you do yesterday? S: I played basketball. T: Thats correct. T: What time is it? S: Half past ten. T: Very good, Maria!

Such feedback implies a certain belief about how languages are learned
Stimulus > Response > Reward

Language Learning beliefs are difficult to change because

They may derive mainly from the many years of ones prior learning (and teaching) experience, which filters out the impact of empirically validated scientific theories (Lortie 1975; Crow 1987; HoltRenyolds 1992 among others).

Recommendation
Educational institutes should contribute to the reconstruction of prospective teachers lay theories as early as possible (Peacock, 2001; Goodwin, 2006).

Previous research
University students changed their mind regarding behaviourist beliefs after a onesemester course in SLA (Macdonald et al. 2001). University students (incorrect) beliefs didnt change significantly after a 3-year program in SLA and methodology (Peacock 2001).

Initial impetus for the present study

Anecdotal data
Example 1
Question in final term exams of an SLA course:
Should primary school children start English classes before the age of eight or nine? Answer: No, because it may have negative effects on their L1. What they had been taught: The younger the better (CPH) but it depends on number of teaching hours, method etc.

Anecdotal data
Example 2
Question by an young EFL teacher, with previous exposure to SLA theories at university. Why do my beginner students omit ed? Ive taught them the rule for the regular past tense so many times! What she had been taught: There seems to be a "natural order" for the L2 acquisition of English morphemes and ed is a late morpheme.

 May these examples indicate beliefs about language learning not amenable to change?

 Need for further research in the relation between specific course interventions and student teachers belief development (Cabaroglu & Roberts 2000).

The present study

Method
Participants: 46 students of the English D/ment, AUTH. Mean age: 19.5, 95% female. Materials: a closed questionnaire (Lightbown & Spada 1999). It included12 statements, framed in a 6 point Likert scale (1=strongly agree - 6=strongly disagree). Procedure: the same questionnaire was administered in the beginning and at the end of the course. The final selection included answers only from students who had attended the course regularly. Method of analysis: Wilcoxon Signed Ranks Test, SPSS

The SLA course

 Part of a four-year B.A. degree in English Language and Literature, Aristotle University, Greece.  Students normally take this course in their third semester alongside with other courses in theoretical linguistics.  Before this, they take an introductory course in linguistics in their first year of studies.

Content of the SLA course

1) Learning a first language 2) Theories of SLA Behaviourism: The Contrastive Analysis Hypothesis Innatism: Universal Grammar, Krashens monitor model Interactionism Other theories: information processing, connectionism 3) Learner characteristics affecting SLA Personality, Intelligence, Aptitude, Motivation, Learning style, Age 4) Learner language interlanguage, developmental sequences, fossilization, avoidance, cross-linguistic influence. 5) SLA in the classroom focus on form/meaning, types of teacher feedback

Results: pre-test
 In the beginning, students agreed (mean= 2-) with 4 statements: 5. The earlier a language is introduced in school programs, the greater the likelihood of success. 6. Most of the mistakes which second language learners make are due to interference from the first language. 7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another. 8. Teachers should teach simple language structures before complex ones.  They didnt disagree (mean= 4+) with any of the statements.

Results: post-test
 After the course students agreed (mean= 2-) with none of the statements.  They disagreed (mean= 4+) with 2 statements: (3) People with high IQs are good language learners. (10) Teachers should use materials that expose students only to those language structures which they have already been taught.

Language learning beliefs before and after taking the SLA course * indicates p<0.000

Statements reflecting a behaviorist view

Pre Post

(1) Languages are learned mainly through imitation. (2) Parents usually correct young children when they make grammatical errors. (6) Most of the mistakes that second language learners make are due to interference from their first language. (9) Learners errors should be corrected as soon as they are made to prevent the formation of bad habits. (12) Students learn what they are taught.

3.91 2.61 1.72

4.30 3.87* 2.22

2.26

3.67*

3.20

4.00*

Statements relating to the grammatical sequencing of language teaching - ((7) with behaviorist overtones)
Pre Post

(7) Teachers should present grammatical 1.83 rules one at a time, with students practicing examples of each one before going onto another. (8) Teachers should teach simple language structures before complex ones. (10) Teachers should use materials that expose students only to those language structures which they have already been taught.

2.74*

1.24

2.11*

4.00

4.07

Statements relating to learner variations

Pre Post

(3) Students with high IQs are good language learners.

3.83

4.26 2.26

(4) The most important factor in 2.41 second language acquisition success is motivation. (5) The earlier a second language is 1.57 introduced in schools, the greater the likelihood of success in learning that language.

2.07

Statement relating to learner-learner interaction (with behaviorist overtones)

Pre Post

(11) When learners are allowed

3.83

3.50

to interact freely (for example in group or pair activities), they learn each others mistakes.

Summary of group results

 Significant changes :  in 3/6 of behaviorist beliefs  In 2/3 of beliefs relating to the grammatical sequencing of language teaching, one of which had behaviorist overtones. (However, the unchanged belief had a mean of 4.0 at the pre-test and 4.07 at the post-test, which correctly indicates disagreement).  Changes indicate movement from (incorrect) conviction to skepticism.  No significant changes in beliefs regarding learner variations (where evidence offered in the SLA course was inconclusive).

Individual data analysis of significantly changed behaviorist beliefs (2, 7, 9,12)

Agreement Agreement Skepticism disagreement skepticism disagreement 15.8 % (28/184) 15.2 % (29/184) 19 % 15.8% 27.7% 6.5 %
(35/184) (29/184) (51/184) (12/184)

Remained skeptical/in disagreement Remained in agreement Skepticism disagreement agreement or skepticism

Individual data analysis (%) of significantly changed behaviorist beliefs

correct change

no change

incorrect change

Discussion
 The SLA course did have an impact on incorrect learners beliefs.  Changes concerned areas of knowledge for which SLA research has offered conclusive evidence.  The impact of the SLA course was not dramatic as shown by  the degrees of certainty in changed beliefs  the number of students who changed beliefs  the lack of change of beliefs in 3/7 of the areas of knowledge for which SLA research offers conclusive evidence.

Conclusion
Preservice teaching programs ought to provide multiple opportunities for student teachers to wrestle with their own preconceived and taken-for-granted beliefs about teaching and learning. (Goodwin 2006)

Suggestions for future research

Investigation of TESOL University students beliefs in their final year of studies, after having being exposed to more courses relevant with theories about language learning and teaching. Combination of quantative & qualitative measures to assess the impact of relevant courses.

References
Borg, S. 2003. Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do". Language Teaching 36(2): 81-109. Borg, S. 1999. Studying teacher cognition in second language grammar teaching. System 27(1): 19-31. Borg, S. 1998. Teachers' pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly 32(1): 9-38. Cabaroglu, N. & Roberts, J. 2000. Development in student teachers pre-existing beliefs during a 1-year PGCE program. System 28(3):387-402. Davis, A. 2003. Teachers' and Students' Beliefs Regarding Aspects of Language Learning. Evaluation and Research in Education 17(4): 207222. Goodwin, A.L. 2006. Challenging student teachers' images of teaching. Academic Exchange Quarterly. Retrieved January 2007, from : file:///C:/Documents%20and%20Settings/USER/My%20Documents/BELIEFSPAPE R/goodwing%202006%20Challenging%20student%20teachers'%20images%20of% 20teaching.htm MacDonald, M., Badger R. & White G. 2001. Changing values: what use are theories of language learning and teaching?. Teaching and Teacher Education 17(8): 949-963. Peacock, M. 2001. Pre-service ESL teachers beliefs about second language learning: a longitudinal study. System 29(1): 177-195.