Multilingualism, Perceived Positive Language Interaction (PPLI), and Learner Beliefs: What Do Turkish Students Believe?

Autor/inn/en	Thompson, Amy S.; Aslan, Erhan
Titel	Multilingualism, Perceived Positive Language Interaction (PPLI), and Learner Beliefs: What Do Turkish Students Believe?
Quelle	In: International Journal of Multilingualism, 12 (2015) 3, S.259-275 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2014.973413
Schlagwörter	Student Attitudes; English (Second Language); Second Language Learning; Multilingualism; Foreign Countries; Measures (Individuals); Factor Analysis; Second Language Instruction; Statistical Analysis; Systems Approach; Classification; Correlation; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Ausland; Messdaten; Faktorenanalyse; Fremdsprachenunterricht; Statistische Analyse; Systemischer Ansatz; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Türkei
Abstract	This study explores the interface between learner beliefs and multilingualism in the under-researched English as a Foreign Language (EFL) context of Turkey. The study investigates the underlying constructs of a modified Beliefs about Language Learning Inventory (BALLI) completed by 168 EFL learners in Turkey using an exploratory factor analysis (EFA). One-way analyses of variance (ANOVAs) were run using two different group divisions for the independent variables: one analysis was run using the groups division of bilinguals versus multilinguals and the second analysis was run using the Perceived Positive Language Interaction (PPLI) group division. These analyses reveal significant differences with both categorizations. That is, knowledge of languages other than English, as well as seeing positive interactions between languages studied, can have a significant effect on learners' beliefs. The uniqueness of the study lies in its discussion of multilingualism within the realm of Dynamic Systems Theory (DST) in the Turkish EFL context. The results of this study underscore the impact of multilingualism on language learning and promote the study of interaction between multilingualism and learner beliefs in diverse contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01