Table 3-1 Distribution of Questionnaire
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Chapter 2 Literature Review
2.1 Definitions of Language Learning Beliefs
Different scholars will hold different definitions of language learning beliefs because they might have various understanding of language learning beliefs from different perspectives. The researches about language learning beliefs can be traced back to 1980s.
Horwitz (1987) defines language learning beliefs as “language learners’ thoughts and opinions on some issues referring to the foreign and second language learning”. This definition is the most widely accepted definition in the field of the research of learning beliefs.
Wenden (1999) regards language learning beliefs are a part of meta-cognitive knowledge. And the meta-cognitive knowledge is the specialized portion of a learner’s acquired knowledge base, which comprises of what learners know about language learning, the nature of the task, how best to approach it, and the personal factors that might hinder or facilitate the learning process. This definition has been adopted by some educators and done its contribution to the relevant researches.
Saiku and Gaies (1999) see that in the field of cognitive psychology and linguistics, language learning beliefs are a part of meta-cognitive knowledge and a part of self-knowledge, which includes the individual’s understanding of their learner’s identity, as well as their learning goals and the understanding of learning needs. This definition is partly different from other definitions because meta-cognition is included.
Table 3-2 Distribution of the Items
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2.2 Classification of Language Learning Beliefs
A number of scholars at home and abroad have classified the language learning beliefs in different perspectives. Here are some representative classifications.
Flavell (1979) puts forward that language learning beliefs are the meta-cognitive knowledge, which can be divided into three categories: (1) knowledge (knowledge of personal variables), (2) task knowledge (task variables) and (3) strategic knowledge (strategic variables). It is obvious that Flavell classifies the language learning beliefs from the angle of cognitive psychology.
Horwitz (1988) divides the language learning beliefs into five dimensions: (1) the difficulty of language learning, (2) foreign language aptitude, (3) the nature of language learning, (4) learning and communication strategies, and (5) motivations and expectations. In addition, Horwitz has also developed a questionnaire instrument called BALLI to investigate students’ language learning beliefs. Horwitz classifies the language learning beliefs from the&nbs
