beliefs about language learning current knowledge, pedagogical implications and new research directions教材.pdf
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June 2005
Volume 9, Number 1
Contents | TESL-EJ Top
Beliefs about Language Learning: Current Knowledge,
Pedagogical Implications, and New Research Directions
Eva Bernat
Eva.Bernat .au
Department of Linguistics
Macquarie University, Sydney
Inna Gvozdenko
i.gvozdenko .au
Department of Language, Literacy and Arts Education
The University of Melbourne
Abstract
This paper argues for an interdisciplinary approach to beliefs about language learning
research, and suggests that current studies in this area do not go far enough to examine
the extent to which stable factors, such as individual learner differences, account for the
nature of beliefs. Next, it elucidates how cognitive and personality psychology provides
a foundation for a possible relationship between learner beliefs and personality, and
emphasizes the need for further research and a strong theoretical foundation before any
attempts to change language learners beliefs are made in the classroom context.
Introduction
Beliefs are a central construct in every discipline that deals with human behavior and
learning (Fishbein Ajzen, 1975; Ajzen, 1988). In one sense, beliefs--or personal
myths about learning--do not differ from the majority of myths about the human race,
nor do they differ from those of the majority of psychologists and educators. Bruner,
Piaget, Rogers, Socrates, and Kelly hold myths about learning, and the controversy
about the relative merits of their myths has hidden the more interesting congruence
that each student constructs a viable myth of their own (Harri-Augstein, 1985).
In the classroom context, the perceptions, beliefs, attitudes, and met
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