Abstract
This paper identifies differences between the three ethnic groups, namely, Kadazans/Dusuns, Bajaus, and other minority ethnic groups on the beliefs about learning English as a second language based on the five variables, that is, language aptitude, language learning difficulty, language learning and communicating strategies, nature of language learning as well as learning motivation and expectation. A modified version of Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) was distributed to all the 254 form four students in Lahat Datu but only 193 students responded. This survey instrument consists of 34 items. Results of a One-way ANOVA test showed a significant difference among ethnic groups on motivation and expectation in learning English. Bajau students showed the highest motivation and expectation in learning English, followed by other ethnic minorities compared to Kadazan/Dusun students. Although participants scored high for motivation and expectation to learn English, they perceived that English is a difficult language to acquire. BALLI is used to identify the misconceptions or beliefs held among learners and find ways to reduce the negative impacts in learning English.
Highlights
Background of studyBeliefs about language learning refers to language learners’ preconceived ideas or notions on a variety of issues related to second or foreign language learning (Horwitz, 1987)
When we examine carefully the strategies listed by the Ministry of Education on Upholding the Malay Language and Strengthening the Command of English (MBMMBI), on the National Educationl Philosophy, on the practical principles suggested by Chitravelu, Sithamparam and Teh about teaching English approaches, we can notice that there are quite similar trends with the Beliefs about Language Learning Inventory (BALLI) pioneered by Horwitz (1985)
This study identifies the differences between the three ethnic groups, namely, Kadazans/Dusuns, Bajaus, and other minority ethnic groups on the beliefs about learning English as a second language based on the five variables, that is, language aptitude, language learning difficulty, language learning and communicating strategies, nature of language learning as well as learning motivation and expectation
Summary
Beliefs about language learning refers to language learners’ preconceived ideas or notions on a variety of issues related to second or foreign language learning (Horwitz, 1987). Horwitz (1987, 1988) finds that learners’ beliefs about language learning are influenced by their previous language learning experiences as well as cultural background. This is because language is able to express various aspects of culture (Kramsch, 1998). When we examine carefully the strategies listed by the Ministry of Education on Upholding the Malay Language and Strengthening the Command of English (MBMMBI), on the National Educationl Philosophy, on the practical principles suggested by Chitravelu, Sithamparam and Teh about teaching English approaches, we can notice that there are quite similar trends with the Beliefs about Language Learning Inventory (BALLI) pioneered by Horwitz (1985)
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