Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

Gholamreza Parsi

doi:10.7575/aiac.alls.v.8n.3p.5

Abstract

The present study intended to investigate the possible difference between EAP and EFL learners’ beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners’ beliefs and their language components’ development. To this end, 231 undergraduate EAP (117) and EFL (114) learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011). The face and content validity of the questionnaire was confirmed by the experts’ judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (α=0.88). Furthermore, for language components’ development, the EAP learners’ scores in English course and EFL learners’ average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners’ beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners’ beliefs and their language components’ development, however no statistically significant correlation was found between EAP learners’ beliefs and their language components’ development.

Highlights

Since 1980s, beliefs regarding second language learning have highly influenced applied linguists beginning with the ground-breaking works of Horwitz (1985)
To examine the first research question of whether there was any statistically significant difference between EAP and EFL learners’ beliefs with regard to learning and teaching language components, namely, vocabulary, pronunciation and grammar, an Independent Samples t-test was run whose results are summarized in Tables 1 &2 below
The first research question of this study aimed at investigating the existence of any statistically significant difference between EAP and EFL learners’ beliefs with regard to learning and teaching language components

Summary

Introduction

Since 1980s, beliefs regarding second language learning have highly influenced applied linguists beginning with the ground-breaking works of Horwitz (1985). The learners’ beliefs and perspectives toward language learning are frequently manipulated by the context in which they are learning. Horwitz (1987) maintains that learners’ beliefs regarding learning are manipulated by their preceding learning experiences as well as their cultural background. This is due to the fact that language is capable of revealing different facets of culture (Kramsch, 1998). Flavell, 1976 & Ajzen, 1988) consider beliefs as a fundamental concept in every discipline which deals with individuals’ behavior and learning. Many scholars (e.g. Flavell, 1976 & Ajzen, 1988) consider beliefs as a fundamental concept in every discipline which deals with individuals’ behavior and learning. Flavell (1987) states, considering cognitive psychology, the learners’ beliefs should be regarded as a subpart of the metacognitive knowledge that is related to the learners’ particular cognitive procedures and products

Objectives

Methods

Results

Discussion

Conclusion