Understanding Changes in Chinese Immigrant Language Learners' Beliefs in New Zealand

Autor/in	Zhong, Qunyan Maggie
Titel	Understanding Changes in Chinese Immigrant Language Learners' Beliefs in New Zealand
Quelle	In: TESL-EJ, 17 (2014) 4, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Case Studies; Asians; Foreign Countries; Immigrants; Second Language Learning; Teaching Methods; Longitudinal Studies; Second Language Instruction; Student Attitudes; Attitude Change; Psychological Patterns; Self Efficacy; Teacher Student Relationship; Measures (Individuals); Student Characteristics; College Students; Questionnaires; Classification; Rating Scales; Interviews; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Schülerverhalten; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Messdaten; Collegestudent; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Rating-Skala; Interviewing; Interviewtechnik; Qualitative Forschung; Neuseeland
Abstract	In recent years, there has been increasing interest in language learners' beliefs in second language acquisition (SLA). Nonetheless, few studies to date have investigated the extent to which learners' beliefs develop, and the factors that contribute to this development have not been examined seriously. Employing a naturalistic inquiry, this longitudinal study investigates the development of five Chinese immigrant learners' beliefs in a new learning context, New Zealand. Using a multi-case study design, this study identified three major changes in the learners' beliefs and the factors that led to these changes. Cognitive dissonance was the first and the most important factor. Another factor stemmed from the teaching methods the learners were exposed to. Finally, the learners' own language progress, their positive learning experiences, and the encouragement from their teachers also contributed to the change in their self-efficacy beliefs. The study reveals that apart from these three noticeable changes, the majority of the learners' beliefs remained relatively stable over the observed period, which suggests a duality of their beliefs. The findings of this study have important theoretical and practical implications, particularly in terms of advancing our understanding of the nature of learner beliefs in SLA. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10