Luận văn ethnic minority students' beliefs about english language learning a survey at sam son pre university school

1985, 1987, 1988, many Ellis 1994 and Hutchinson 1987 have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own

TRAN THI PHUONG HOA

Ethnic minority students’ belicfs about English language

learning — A survey at Sam Son pre-university school

(Khao sat niềm tin trong việc học Tiếng Anh của học sinh dân tộc

thiểu số tại Trường Dự bị Dại học Dân tộc Sầm Sơn)

M.A MIXOR THESIS

Field: Methodology

Cede: 60.14.10

Hanoi, 2011

iv

LIST OF TABLES

Table 1.1: Types of leamer beliefs (based an Benson and Lor, 1999) Table 2.1: Beliefs about the difficulty of language leaming,

Table 2.2: Beliefs on foreign language aptitude

‘Table 2.3: Belisfs on the nature of language learning

Table 3.4: Learning and communication stralegios

Table 2.5: Motivations and expectations for language leaming

Aims and objectives

Methods of the study

PART Il- DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

1.1 Students’ beliefs and language learning

LLL What is belief?

1.1.2 Reliefs about lanyuuge learning

1.13, Nature and origin of beliefs

1.14, Types of learner beliefs

LLS, The saurces of learners’ beliefs

1.1.6 The situated and dynumic nature of learner beliefs

LL? The relationship between beliefs and learning

1.2 Previous studies on learner’ s beltefs

1.3 The relationship between learner beliefs und language learning strategies 1.4, Summary

CHAPTER 0: DATA COLLECTION AND DATA ANALYSIS

2.1, Context of the sturly

241, The school context

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

PART II - DEVELOPMENT CIIAPTER I: LITERATURE REVIEW

In this chapter, the relevant literature om language leamer beliefs will be reviewed

It will begin with the definition of beliefs and beliefs about language learning, the origin and types of language Icamning belicf Finally, previous studics on language learners’ beliefs will be reviewed

1.1 Students’ beliefs and language learning

- culture of leaming (Contazm & Jin, 1996)

- learner assumptions (Riley, 1980)

- implicit theontes (Clark, 1988)

- self-constructed representational systems (Rust, 1994)

- conceptions of leaming (Benson & Lor, 1999)

In general term Uclicls has been defined as “an altitude, opimion and viewpoint which attends in every discipline of human behavier to say that something is true or right and vice versa” (Ehilich, S 121-446, 2008) In academic definition it can be stated as “a leamers’ viewpoint, judgment or opinion about the influence of their learning in their future success” (Neda Fatehi, R 16, 2009) In other words it means that what would be sludents’ feelings about whal they Jean as a foreign students and how iL helps them to achieve better proficiency in English For many years researchers have attempt to examine all aspects of English language learning efivets Finally, they found that each mdividual

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

PART II - DEVELOPMENT CIIAPTER I: LITERATURE REVIEW

In this chapter, the relevant literature om language leamer beliefs will be reviewed

It will begin with the definition of beliefs and beliefs about language learning, the origin and types of language Icamning belicf Finally, previous studics on language learners’ beliefs will be reviewed

1.1 Students’ beliefs and language learning

- culture of leaming (Contazm & Jin, 1996)

- learner assumptions (Riley, 1980)

- implicit theontes (Clark, 1988)

- self-constructed representational systems (Rust, 1994)

- conceptions of leaming (Benson & Lor, 1999)

In general term Uclicls has been defined as “an altitude, opimion and viewpoint which attends in every discipline of human behavier to say that something is true or right and vice versa” (Ehilich, S 121-446, 2008) In academic definition it can be stated as “a leamers’ viewpoint, judgment or opinion about the influence of their learning in their future success” (Neda Fatehi, R 16, 2009) In other words it means that what would be sludents’ feelings about whal they Jean as a foreign students and how iL helps them to achieve better proficiency in English For many years researchers have attempt to examine all aspects of English language learning efivets Finally, they found that each mdividual

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

student has its own perception and cognition about the strategies that has been used by teachers

Accorting lo Viciori and Lockhart (1995), beliefs are “general assumptions thal students hold about themselves as learners, about factors influencing language learning, and about the nature of language learning and teaching” (p 224) “This definition is adopted

lo discuss the beliefs about English language loaning held by Ihe participants in the siudy

Recently, there has been mmch empirical evidence that how students leam English

is influenced by their belicfs about sccond language Icaming to help students lcam thc language better

L.L2 Beliefs about language learning

There are many interrelated factors affct the success in language acquisition, Some factors are associated with the social context of the Jeaming, cultural beliefs about tmguags leaming, the slalus of the larget language and the process of language learning itself (Ramirez, 1995), Nunan and Lamb (1996, p 215) point out that the learners’ attitudes towards the target langage, the learning situation, and the roles that they are expected to play within thal loarting situation exert significant, influcnecs on the language learning process Leamer characteristics such as personality traits, leaming style, leaming strategies and attitudes have also heen identified as significant aspects which play a role in

delorminng learning oulcomes (Ramirez, 1995) The term “allilude”, the ecntral focus of

this study, refers to “a set of beliefs that a learner holds about the community and people who speak the target language, about the language, and the learning task itself” (Ramirez,

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

success in and satisfaction with their classes” (Llorwitz, 188, 283) Consequently teachers can make more informed choices aboul teaching (Bernat & Gvovilonko, 2005) and adopt

“g more sensitive approach to the organization of learning opportunities” (Cotteral, 1999, 494) in their lesson

Language leamers possess a set of beliefs about the nature of language learning,

which Hosonfold (cited in Fllis, 1994, p 477) defines as “tnimi thooriss” of second language learning, This is supported by Wenden (1986) and Horwitz (1987) who argue that language learners indeed hold some beliefs about language learning, even though they may not always be explicit or consciously thought about Iere a belief is defined as a statement that is hold to be truc, that affects language leaming practices Learners! belief systems cover a number of aspects, including belief about the nature of English, the speaker of Engtish, the four language skills Gistening speaking, reading and writing), teaching activities, language Icarning, appropriate classroom behaviour, their own ability and about the goals for language learning (Richards & Lockhart, 1996)

Although leamer beliefs have been frequently studied and discussed, no consensus hhad yet been reached on an exact definition for the term In this study, learner beliefs are defined in the same way as Horwils, (1988)

them: “preconceived notions (of learners)

about language learning” Such a broader definition is especially useful, because it allows

us to cover the affective as well as the cogmitive aspects of beliefs Since both aspects are closcly related and the affective factor is considered the most powerful one, it scems

legitimate to meorporate affective feelings (such as attitude, motivation, anxiety) about

LL3, Nature and origin of beliefs

‘Terms such as knowledge and beliefs are treated differently within the research community, depending om differnt theorctical orientations arly psychological studies into learner perceptions and belief’ about learning “opened a whole new Aladdin's cave of persons* thoughts and feelngs about their leaming” (Thomas & Hami Augustein, 1983,

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

Sam Son ethnic pre-university is the place that has a duty of training the ethnic students lo propars for them to enter the university level The studeuts come from 7 provinces in the north of the middle area in Vietnam: Ninh Binh, Thanh Hoa, Nghe An, Ha

‘Tinh, Quang Bình Quang Trí and Llue As for ethnic English leamers in our school, especially im this period, English has just become the major subjccl in uaining elmic students but the poor conditions for teaching and Ivaming together with the extreme weakness of basic common knowledge of the leamers, difficulties seem to multiply ‘Thus, understanding the thought of ellmic students is necessary lo all the teachers in these special

schools

We can sce that there is an importanil change in rescarch about language iustruction The focus gradually shitted from teacher centered to student centered with special attention for the students” perspective and individual differences among learners As a result,

learners’ belic&s have attracted much attention among linguists in recent decades

As indicatod by Chastain (1988), students arrive al their language class hearing a number of preconceptions that affvet their attitude and pertormance in the class, These pre- existing conceptions have to do with the speakers’ previons experience, with ths actual language classes, with the teacher, with langunge teaming ability and also with complex set of attitudes and expectations that Janguage leamers bring to the classroom These opinions may facilitate leaming or inhibit it In short, a central role is attributed to learner belicfs For cxample, Richards and Lockhart (1994) put forward that leamers’ belicf can

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

wi

2.1.2, Participants

2.2, Data collection of survey questionnaire

2.3 Data analysis of survey questionnaire

25.1, Beliefs about the difficutty of language learning

2.3.2 Reliefs on foreign language uplituie

2.3.3, Beliefs on the nature of language learning

2.3.4, Learning and communication strategies

2.3.5 Motivations and expectations for language learning

2.4 Summary

CHAPTER III: MAJOR FINDINGS AND DISCUSSION

3.1 Major findings

3.1.1 Research Question I: What ure the beliefs about languaye learning

held by ethnic students at Sam Son pre-university school?

3.1.2, Research Question 2: How da these beliefs affect their language learning?

3.2 Pedagogical implications

3.2.1, Implications

3.2.2, Limitations of the study

PART II CONCLUSION

1 Summary of the findings

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

help of an adapted version of a popular self-administered questionnaire, Lorwitz’s (1987) Relics Abou! Language Leaming Inventory (BALL) The instrument is not a test, thus il does not provide overall scores but measures participants’ opimons and attitudes towards

‘various second language learning beliefs,

5, Research questions

Mote specifically, this study focuses on the following research questions

1 What are the beliefs about language leaming held by ethnic students at Sam Son pre- university school?

2 Llow do these beliefs affzct their language learning?

6 Overview of the study

‘The study consists of three parts: Introduction, Development and Conetusion

Part 1; ‘The Introduction provides an overview of the study including the rationale, aims and objectives of the study, scope of the study, methodology, tesearch questions and the design of the study

Part 2; The major part of the thesis is divided into 3 chapters,

Chapter 1: Reviews theoretical background of students’ belicfs and language lcarning

Chapter 3: Prosonts the major findings and the discussion bascd on the findings

Part 3: The conclusion presents the brief summary of the findings and limitations and suggestions for further study

7 Summary

In this chapter [ have outlined the reasons for conducting this study as well as its aims, objectives, and scope ‘I'he research questions and research methods that were employed for the study are also inlreduecd, Part B, which follows, will begin with the literature review.

success in and satisfaction with their classes” (Llorwitz, 188, 283) Consequently teachers can make more informed choices aboul teaching (Bernat & Gvovilonko, 2005) and adopt

“g more sensitive approach to the organization of learning opportunities” (Cotteral, 1999, 494) in their lesson

Language leamers possess a set of beliefs about the nature of language learning,

which Hosonfold (cited in Fllis, 1994, p 477) defines as “tnimi thooriss” of second language learning, This is supported by Wenden (1986) and Horwitz (1987) who argue that language learners indeed hold some beliefs about language learning, even though they may not always be explicit or consciously thought about Iere a belief is defined as a statement that is hold to be truc, that affects language leaming practices Learners! belief systems cover a number of aspects, including belief about the nature of English, the speaker of Engtish, the four language skills Gistening speaking, reading and writing), teaching activities, language Icarning, appropriate classroom behaviour, their own ability and about the goals for language learning (Richards & Lockhart, 1996)

Although leamer beliefs have been frequently studied and discussed, no consensus hhad yet been reached on an exact definition for the term In this study, learner beliefs are defined in the same way as Horwils, (1988)

them: “preconceived notions (of learners)

about language learning” Such a broader definition is especially useful, because it allows

us to cover the affective as well as the cogmitive aspects of beliefs Since both aspects are closcly related and the affective factor is considered the most powerful one, it scems

legitimate to meorporate affective feelings (such as attitude, motivation, anxiety) about

LL3, Nature and origin of beliefs

‘Terms such as knowledge and beliefs are treated differently within the research community, depending om differnt theorctical orientations arly psychological studies into learner perceptions and belief’ about learning “opened a whole new Aladdin's cave of persons* thoughts and feelngs about their leaming” (Thomas & Hami Augustein, 1983,

success in and satisfaction with their classes” (Llorwitz, 188, 283) Consequently teachers can make more informed choices aboul teaching (Bernat & Gvovilonko, 2005) and adopt

“g more sensitive approach to the organization of learning opportunities” (Cotteral, 1999, 494) in their lesson

Language leamers possess a set of beliefs about the nature of language learning,

which Hosonfold (cited in Fllis, 1994, p 477) defines as “tnimi thooriss” of second language learning, This is supported by Wenden (1986) and Horwitz (1987) who argue that language learners indeed hold some beliefs about language learning, even though they may not always be explicit or consciously thought about Iere a belief is defined as a statement that is hold to be truc, that affects language leaming practices Learners! belief systems cover a number of aspects, including belief about the nature of English, the speaker of Engtish, the four language skills Gistening speaking, reading and writing), teaching activities, language Icarning, appropriate classroom behaviour, their own ability and about the goals for language learning (Richards & Lockhart, 1996)

Although leamer beliefs have been frequently studied and discussed, no consensus hhad yet been reached on an exact definition for the term In this study, learner beliefs are defined in the same way as Horwils, (1988)

them: “preconceived notions (of learners)

about language learning” Such a broader definition is especially useful, because it allows

us to cover the affective as well as the cogmitive aspects of beliefs Since both aspects are closcly related and the affective factor is considered the most powerful one, it scems

legitimate to meorporate affective feelings (such as attitude, motivation, anxiety) about

LL3, Nature and origin of beliefs

‘Terms such as knowledge and beliefs are treated differently within the research community, depending om differnt theorctical orientations arly psychological studies into learner perceptions and belief’ about learning “opened a whole new Aladdin's cave of persons* thoughts and feelngs about their leaming” (Thomas & Hami Augustein, 1983,

student has its own perception and cognition about the strategies that has been used by teachers

Accorting lo Viciori and Lockhart (1995), beliefs are “general assumptions thal students hold about themselves as learners, about factors influencing language learning, and about the nature of language learning and teaching” (p 224) “This definition is adopted

lo discuss the beliefs about English language loaning held by Ihe participants in the siudy

Recently, there has been mmch empirical evidence that how students leam English

is influenced by their belicfs about sccond language Icaming to help students lcam thc language better

L.L2 Beliefs about language learning

There are many interrelated factors affct the success in language acquisition, Some factors are associated with the social context of the Jeaming, cultural beliefs about tmguags leaming, the slalus of the larget language and the process of language learning itself (Ramirez, 1995), Nunan and Lamb (1996, p 215) point out that the learners’ attitudes towards the target langage, the learning situation, and the roles that they are expected to play within thal loarting situation exert significant, influcnecs on the language learning process Leamer characteristics such as personality traits, leaming style, leaming strategies and attitudes have also heen identified as significant aspects which play a role in

delorminng learning oulcomes (Ramirez, 1995) The term “allilude”, the ecntral focus of

this study, refers to “a set of beliefs that a learner holds about the community and people who speak the target language, about the language, and the learning task itself” (Ramirez,

help of an adapted version of a popular self-administered questionnaire, Lorwitz’s (1987) Relics Abou! Language Leaming Inventory (BALL) The instrument is not a test, thus il does not provide overall scores but measures participants’ opimons and attitudes towards

‘various second language learning beliefs,

5, Research questions

Mote specifically, this study focuses on the following research questions

1 What are the beliefs about language leaming held by ethnic students at Sam Son pre- university school?

2 Llow do these beliefs affzct their language learning?

6 Overview of the study

‘The study consists of three parts: Introduction, Development and Conetusion

Part 1; ‘The Introduction provides an overview of the study including the rationale, aims and objectives of the study, scope of the study, methodology, tesearch questions and the design of the study

Part 2; The major part of the thesis is divided into 3 chapters,

Chapter 1: Reviews theoretical background of students’ belicfs and language lcarning

Chapter 3: Prosonts the major findings and the discussion bascd on the findings

Part 3: The conclusion presents the brief summary of the findings and limitations and suggestions for further study

7 Summary

In this chapter [ have outlined the reasons for conducting this study as well as its aims, objectives, and scope ‘I'he research questions and research methods that were employed for the study are also inlreduecd, Part B, which follows, will begin with the literature review.

student has its own perception and cognition about the strategies that has been used by teachers

Accorting lo Viciori and Lockhart (1995), beliefs are “general assumptions thal students hold about themselves as learners, about factors influencing language learning, and about the nature of language learning and teaching” (p 224) “This definition is adopted

lo discuss the beliefs about English language loaning held by Ihe participants in the siudy

Recently, there has been mmch empirical evidence that how students leam English

is influenced by their belicfs about sccond language Icaming to help students lcam thc language better

L.L2 Beliefs about language learning

There are many interrelated factors affct the success in language acquisition, Some factors are associated with the social context of the Jeaming, cultural beliefs about tmguags leaming, the slalus of the larget language and the process of language learning itself (Ramirez, 1995), Nunan and Lamb (1996, p 215) point out that the learners’ attitudes towards the target langage, the learning situation, and the roles that they are expected to play within thal loarting situation exert significant, influcnecs on the language learning process Leamer characteristics such as personality traits, leaming style, leaming strategies and attitudes have also heen identified as significant aspects which play a role in

delorminng learning oulcomes (Ramirez, 1995) The term “allilude”, the ecntral focus of

this study, refers to “a set of beliefs that a learner holds about the community and people who speak the target language, about the language, and the learning task itself” (Ramirez,

help of an adapted version of a popular self-administered questionnaire, Lorwitz’s (1987) Relics Abou! Language Leaming Inventory (BALL) The instrument is not a test, thus il does not provide overall scores but measures participants’ opimons and attitudes towards

‘various second language learning beliefs,

5, Research questions

Mote specifically, this study focuses on the following research questions

1 What are the beliefs about language leaming held by ethnic students at Sam Son pre- university school?

2 Llow do these beliefs affzct their language learning?

6 Overview of the study

‘The study consists of three parts: Introduction, Development and Conetusion

Part 1; ‘The Introduction provides an overview of the study including the rationale, aims and objectives of the study, scope of the study, methodology, tesearch questions and the design of the study

Part 2; The major part of the thesis is divided into 3 chapters,

Chapter 1: Reviews theoretical background of students’ belicfs and language lcarning

Chapter 3: Prosonts the major findings and the discussion bascd on the findings

Part 3: The conclusion presents the brief summary of the findings and limitations and suggestions for further study

7 Summary

In this chapter [ have outlined the reasons for conducting this study as well as its aims, objectives, and scope ‘I'he research questions and research methods that were employed for the study are also inlreduecd, Part B, which follows, will begin with the literature review.

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

PART II - DEVELOPMENT CIIAPTER I: LITERATURE REVIEW

In this chapter, the relevant literature om language leamer beliefs will be reviewed

It will begin with the definition of beliefs and beliefs about language learning, the origin and types of language Icamning belicf Finally, previous studics on language learners’ beliefs will be reviewed

1.1 Students’ beliefs and language learning

- culture of leaming (Contazm & Jin, 1996)

- learner assumptions (Riley, 1980)

- implicit theontes (Clark, 1988)

- self-constructed representational systems (Rust, 1994)

- conceptions of leaming (Benson & Lor, 1999)

In general term Uclicls has been defined as “an altitude, opimion and viewpoint which attends in every discipline of human behavier to say that something is true or right and vice versa” (Ehilich, S 121-446, 2008) In academic definition it can be stated as “a leamers’ viewpoint, judgment or opinion about the influence of their learning in their future success” (Neda Fatehi, R 16, 2009) In other words it means that what would be sludents’ feelings about whal they Jean as a foreign students and how iL helps them to achieve better proficiency in English For many years researchers have attempt to examine all aspects of English language learning efivets Finally, they found that each mdividual

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

success in and satisfaction with their classes” (Llorwitz, 188, 283) Consequently teachers can make more informed choices aboul teaching (Bernat & Gvovilonko, 2005) and adopt

“g more sensitive approach to the organization of learning opportunities” (Cotteral, 1999, 494) in their lesson

Language leamers possess a set of beliefs about the nature of language learning,

which Hosonfold (cited in Fllis, 1994, p 477) defines as “tnimi thooriss” of second language learning, This is supported by Wenden (1986) and Horwitz (1987) who argue that language learners indeed hold some beliefs about language learning, even though they may not always be explicit or consciously thought about Iere a belief is defined as a statement that is hold to be truc, that affects language leaming practices Learners! belief systems cover a number of aspects, including belief about the nature of English, the speaker of Engtish, the four language skills Gistening speaking, reading and writing), teaching activities, language Icarning, appropriate classroom behaviour, their own ability and about the goals for language learning (Richards & Lockhart, 1996)

Although leamer beliefs have been frequently studied and discussed, no consensus hhad yet been reached on an exact definition for the term In this study, learner beliefs are defined in the same way as Horwils, (1988)

them: “preconceived notions (of learners)

about language learning” Such a broader definition is especially useful, because it allows

us to cover the affective as well as the cogmitive aspects of beliefs Since both aspects are closcly related and the affective factor is considered the most powerful one, it scems

legitimate to meorporate affective feelings (such as attitude, motivation, anxiety) about

LL3, Nature and origin of beliefs

‘Terms such as knowledge and beliefs are treated differently within the research community, depending om differnt theorctical orientations arly psychological studies into learner perceptions and belief’ about learning “opened a whole new Aladdin's cave of persons* thoughts and feelngs about their leaming” (Thomas & Hami Augustein, 1983,

influence their willingness to participate, their expectations about language leaming, their perocplons aboul what is casy or difficult about a language and finally their learning

strategies

Considering their influence on many aspects of learning, the beliefš of learners need to be investigated in depth before the classroom procedures, activities and tasks are

Inspired by Horwitz (1985, 1987, 1988), many

Ellis (1994) and Hutchinson (1987) have investigated the roles of teachers and leamers m language learning and stated that leamers, as well as teachers, have their own attitudes and beliefs which are likely to influence the way they set their roles and within these roles, bolicf and attitudes decply influcnee the whole educational process, Thus, on the basis of these claims and findings, the main concer of this study hopes to expand previous understandings, Ta be more specific, this study surveyed the beliefs about Fnglish language learning held by Victnamesc students of ctlnic minority groups who were studying at Sam Son pre-university school

2 Aims and objectives

The aim of this study was to find out what belief about language leaming ethnic students at Sam Son ethnic pre-university school have and analyze their beliefs and locate ther wilhin a laxonomy of language learning betiels using the BALLI survey instrament This study is conducted with the hope to find out the effect of their belief on their potential impact on language learning and teaching in general, as well as in more specific arcas such as the learners? oxp

onlalions and stratggics used An additional purposo was lo discover whether the students’ motivation and enthusiasm for language leaming and reported expectations could be linked to their positive beli

3 Scope of the study

The aims of the study confine it to a small-scale questionnaire survey with a small number of 150 students in ethnic pre-university in Sam Son, ‘Thanh Hoa ‘The study is therefore descriptive rather tum exptoralory and oxplanatory

4, Methods of the study

The study uses a combination of various methods to achieve its objectives such as descriptive and comparative However, in this study, [ mainly use survey method with the

success in and satisfaction with their classes” (Llorwitz, 188, 283) Consequently teachers can make more informed choices aboul teaching (Bernat & Gvovilonko, 2005) and adopt

“g more sensitive approach to the organization of learning opportunities” (Cotteral, 1999, 494) in their lesson

Language leamers possess a set of beliefs about the nature of language learning,

which Hosonfold (cited in Fllis, 1994, p 477) defines as “tnimi thooriss” of second language learning, This is supported by Wenden (1986) and Horwitz (1987) who argue that language learners indeed hold some beliefs about language learning, even though they may not always be explicit or consciously thought about Iere a belief is defined as a statement that is hold to be truc, that affects language leaming practices Learners! belief systems cover a number of aspects, including belief about the nature of English, the speaker of Engtish, the four language skills Gistening speaking, reading and writing), teaching activities, language Icarning, appropriate classroom behaviour, their own ability and about the goals for language learning (Richards & Lockhart, 1996)

Although leamer beliefs have been frequently studied and discussed, no consensus hhad yet been reached on an exact definition for the term In this study, learner beliefs are defined in the same way as Horwils, (1988)

them: “preconceived notions (of learners)

about language learning” Such a broader definition is especially useful, because it allows

us to cover the affective as well as the cogmitive aspects of beliefs Since both aspects are closcly related and the affective factor is considered the most powerful one, it scems

legitimate to meorporate affective feelings (such as attitude, motivation, anxiety) about

LL3, Nature and origin of beliefs

‘Terms such as knowledge and beliefs are treated differently within the research community, depending om differnt theorctical orientations arly psychological studies into learner perceptions and belief’ about learning “opened a whole new Aladdin's cave of persons* thoughts and feelngs about their leaming” (Thomas & Hami Augustein, 1983,

help of an adapted version of a popular self-administered questionnaire, Lorwitz’s (1987) Relics Abou! Language Leaming Inventory (BALL) The instrument is not a test, thus il does not provide overall scores but measures participants’ opimons and attitudes towards

‘various second language learning beliefs,

5, Research questions

Mote specifically, this study focuses on the following research questions

1 What are the beliefs about language leaming held by ethnic students at Sam Son pre- university school?

2 Llow do these beliefs affzct their language learning?

6 Overview of the study

‘The study consists of three parts: Introduction, Development and Conetusion

Part 1; ‘The Introduction provides an overview of the study including the rationale, aims and objectives of the study, scope of the study, methodology, tesearch questions and the design of the study

Part 2; The major part of the thesis is divided into 3 chapters,

Chapter 1: Reviews theoretical background of students’ belicfs and language lcarning

Chapter 3: Prosonts the major findings and the discussion bascd on the findings

Part 3: The conclusion presents the brief summary of the findings and limitations and suggestions for further study

7 Summary

In this chapter [ have outlined the reasons for conducting this study as well as its aims, objectives, and scope ‘I'he research questions and research methods that were employed for the study are also inlreduecd, Part B, which follows, will begin with the literature review.