BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities
Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables.
Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, ï¿½The instructor should teach the class in German.ï¿½ After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the studentsï¿½ beliefs.
School:Brigham Young University
School Location:USA - Utah
Source Type:Master's Thesis
Keywords:malleability of language learner beliefs communicative teaching classroom activities second acquisition about learning effectiveness rating sla balli clt metacognitive instruction attitude motivation change potentially detrimental
Date of Publication:11/27/2007