Language Learners' Beliefs: Development and Change A
LANGUAGE LEARNERS’ BELIEFS: DEVELOPMENT AND CHANGE A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Education By Sakae Suzuki May, 2012 Examining Committee Members Marshall Childs, Advisory Chair, TESOL/CITE David Beglar, TESOL/CITE Mark Sawyer, External Member, Kwansai Gakuin University Tim Murphey, External Member, Kanda University of International Studies Masako Sakamoto, External Member, Bunka Gakuen University © Copyright 2012 by Sakae Suzuki iii ABSTRACT This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including educational background, experience living overseas, peers, teachers, and persons met in chance encounters. The data for the study were collected from seven students attending a Japanese public high school. Beginning when the students were first-year high school students (10th graders), the data, which were drawn from in-depth interviews, journals, written reports, observations, and school records, form a qualitative multiple-case-study. Data gathering ended when the students chose a university in the third year of high school. There were five major findings. First, learners develop and modify their beliefs based on their life experiences inside and outside the classroom.
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