Learner Variables in L2 Learning

Learner Variables in L2 LearningHXE229 Language Learning Theories

Presenters:

Wong Siew Wern (113443)Ngu Lieng May (113438)Q. Are there personal characteristics that make one learner more successful than another? Yes

Q. In your experience, as an English language learner, which characteristic seem to you most likely to be associated with success in L2 acquisition? Learner Beliefs

Language Learning Beliefs true or false?If you are good at math you will be a good language learner.Languages are learned mainly through imitationPeople with high IQs are good language learnersThe earlier a second language is introduced, the greater the likelihood of success in learningMost of the mistakes which second language learners make are due to interference from their first languageHave students answer with true or false and then discuss in groups4Language Learning Beliefs true or false?6. Learners errors should be corrected as soon as they are made.It is very important to have a firm understanding of the grammar of English.I can learn best if I am in an English-speaking country.It is helpful if the teacher corrects any errors I make.It is essential to draw up lists of word to memorize.Defining beliefs Learner beliefs about language learning consist of general assumptions that students hold about themselves as learners (Gabillion, 2007)

Beliefs are a central construct in every discipline that deals with human behavior and learning (Altan, 2006).

Beliefs have also been said to "act as very strong filters of reality" (as cited in Arnold, 1999, p.256)

Hosenfeld (1978)Language learners form mini theories of L2 learning which shape the way they set about the learning task.

These theories are made up of beliefs about language and language learning.

Beliefs influence both the process and product of learning. (as cited in Ellis, 2008)When we say a learner has a belief about language learning we mean:

(S)he has identified different attributes about language learning and their ability to learn languagesthe language they are learninghow best to learn a languagethe importance of learning about the culture of the second languagewhether they expect to be successful

(Ohata, 2005)

Horwitz (1987) 1. AptitudeIts easier for children than adults to learn a second language.People who are good in Mathematics or Science are not good at learning another language.People who speak more than one language are very intelligent.

2. Difficulty of language learning Some languages are easier than others.It is easier to speak than to understand another language.It is easier to read than to write in another language.

3. Nature of language learning It is best to learn English in an English-speaking country.The most important part of learning second language is learning new words.The most important part of learning second language is learning grammar.

4. Learning and Communication Strategies It is important to speak English with excellent accent.You shouldnt say anything in English until you can say it correctly.It is important to practice with cassettes/ tapes or CD ROMS.

5. Motivation and expectations I would like to have English friends.If I learn to speak English very well, I will have better job opportunities.People in my country feel that it is important to speak English.

What is your learner belief? How should language be learned?

Virtually all learners, particularly older learners, have strong beliefs about how their language instruction should be delivered.Learner beliefs are usually based on previous learning experiences and the assumption that a particular type of instruction is better than others. (Erlenawati, 2000)15Learners have their own beliefs about what they should study.

Dakin (1973) Though the teacher may control the experiences the learner is exposed to, it is the learner who selects what is learnt from them (cited in Tsiplakides, 2009).

Learner beliefs are of critical importance to the success or failure of any students efforts to master a foreign language.

Learners belief can give positive or negative effects as it is a part of metacognitive knowledge.

Gardner (2005) : learners bring their beliefs, goal, attitude and decisions to learning - influence how they approach learning.The Effect of Learners Belief on Language Learning

Importance of learner beliefsPlay a central role in L2 learning

Influence the kind of strategies learners choose to learn new material

A positive belief helps learners to develop their confidence while learning and using the language.

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Possible effects of students beliefs on language learning (Peacock ,2001)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

19Over the past 20year SLA research (e.g. Long, 1981) has offered powerful evidence that language intake is facilitated when language learners are engaged in the negotiation of meaning, as when attempting to find an outcome of a problem-solving task. Some learners believe that language learning requires a special ability.

Example: Beliefs: Some people have a good ear for languages, they just pick them up, but Im not one of them, Im not gifted for languages (Riley, 1997)

Students would naturally not be motivated towards learning a second language.

Students who have incorrect beliefs about how foreign languages are learned may be detrimental on their learning (Peacock, 2001)

Wesley (2012) asserts that learners who believe that they do not have the required skills will not engage in tasks in which those skills are required.

Zhongs (2010) study of a migrant ESL learnerSituated case studyThe study investigated the beliefs of one Chinese learner of English living in Auckland over a 10-week period.

It aimed to examine the developments that occurred in this learners beliefs and the relationship between her beliefs and changes in her language proficiency.The learnerLin was:A Chinese-speaking migrant 26 years oldLiving in New Zealand for about 6 monthsFulltime student in an intermediate course for migrant learners

Data collectionTwo interviews (one at the beginning and one at the end of the 10-week period)

Three classroom observations

Stimulated recall based on the classroom observations

Oxford Quick Placement test and Nations vocabulary level tests administered at beginning and at the end

An oral narrative task performed at the beginning and end to measure the learners fluency, complexity and accuracy

Her actionsLin:Kept a vocabulary bookAlways sat next to non-Chinese students in classSought out opportunities to communicate in English outside the classroomConstantly monitored her own progress.

Changes in Lins BeliefsThe main change in Lins beliefs concerned self-efficacy

Lin gained in both her confidence to learn English and in her ability to manage her own learning.

Changes:She became less convinced in the value of rote learning (memorise by repetition)

She came to see the value of working in pairs and groups with other students

She placed less emphasis on the importance of being corrected.

She broadened her belief in the importance of using English to include not just practising words but actual communication.

Overall, Lin developed a strong belief in the importance of self-direction should learn language by using it experientially.Changes in proficiencyVocabulary she showed considerable gains in the 3,000 and 5,000 levels

Oxford placement test 12% gain

Oral narrative task big gain in fluency. Complexity remained the same, decrease in accuracy.

DiscussionThe study suggests a relationship between Lins changing beliefs and her developing proficiency :the greater importance she attached to communicating is reflected in the increase in fluency

But this involved a trade-off with accuracy, which clearly became less important to her over time

Her belief in the importance of vocabulary was reflected in large gains in this aspect of language.

CONCLUSIONLearners beliefs of language learning are of critical importance to the success or failure of any students efforts to learn a second language.

Unrealistic beliefs held by learners can lead to anxiety in students, especially when their beliefs and reality clash.

References

Altan, M.X. (2006) Beliefs about Language Learning of Foreign Language- Major University Students. Australian Journal of Teacher Education. 31(2). Retrieved from http://tesl ej.org/ej33/a1.pdf

Ellis, R. (2008). Learner Beliefs and Language Learning. Asian EFL Journal, 10(4). Retrieved from http://www.asian-efl-journal.com/December_2008_EBook.pdf

Erlenawati (2002). Beliefs about language learning: Indonesian learners' perspectives, and some implications for classroom practices. AustralianJournalofEducation, 46(3). Retrieved from http://www.freepatentsonline.com/article/Australian-Journal-Education/96695275.html

Huang, Z.W. (2006). Learner Beliefs of Language Learning Revisited. Sino-US English Teaching. 3(3). Retrieved from http://www/beta-iatefl.org/cogitoergosum/wp-content/uploads/2010/09/2010-Stefanova-Shenkova-Presentation.pdf

Gabillon, Z. (2007). L2 Learner's Beliefs: An Overview. Journal of Language and Learning. 3(2). Retrieved from http://www.jllonline.co.uk/journal/jllearn/3_2/gabillon.pdf.

Gardner, R.C. (2005). Integrative Motivation and Second Language Acquisition. TESL-EJ, 9(1), 1-21. Retrieved from http://www.tesl-ej.org/ej33/a1.pdf

Ohata, K. (2005). Potential Sources of Anxiety for Japanese Learners of English: Preliminary Case Interviews with Five Japanese College Students in the U.S. TESL-EJ. 9(3). Retrieved from http://www.tesl- ej.org/ej35/a3.pdfPeacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System 29(2), 177-195. Retrieved from http://www.system-ej.org/ej29/a1.html

Riley, P. (1997). Beliefs about Language Learning and Language Learning Strategies Use in an EFL Context. Retrieved from http://digital.library.unt.edu/ark:/67531/metadc5270/m2/1/high_res_d/dissertation.pdf

Tsiplakides, I. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. International Educational Studies. 2(4). Retrieved from http://www.ccsenet.org/journal/index.php/i es/article/viewFile/3887/3547

Wesely, P.M. (2012). Learner Attitudes, Perceptions, and Beliefs in Language Learning. Foreign Language Annals, 45(1), 98-117. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1944-9720.2012.01181.x/pdf

Zhong, Q. (2010). The Effect of Chinese ESL Learners Beliefs on their Autonomous Learning. Studies in Self-Access Learning Journal, 1(3), 212-225. Retrieved from http://sisaljournal.org/archives/dec10/zhong/