From Form-Focussed to Communicative: How University Students Change Their Beliefs about Learning a Foreign Language

Autor/in	Ritzau, Ursula
Titel	From Form-Focussed to Communicative: How University Students Change Their Beliefs about Learning a Foreign Language
Quelle	In: Language Learning Journal, 46 (2018) 3, S.263-276 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1046086
Schlagwörter	Beliefs; College Students; Student Attitudes; Language Attitudes; Second Language Learning; Attitude Change; Longitudinal Studies; Student Journals; Content Analysis; Indo European Languages; Pronunciation; Grammar; Vocabulary Development; Communicative Competence (Languages); Foreign Countries; Qualitative Research; Statistical Analysis; Switzerland + Suchen Sie Ihr Suchwort? Belief; Glaube; Collegestudent; Schülerverhalten; Sprachverhalten; Zweitsprachenerwerb; Attitudinal change; Einstellungsänderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studentenzeitung; Inhaltsanalyse; Indoeuropäisch; Aussprache; Grammatik; Wortschatzarbeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Qualitative Forschung; Statistische Analyse; Schweiz
Abstract	Taking a contextual approach to research on language learner beliefs, this longitudinal study of 49 Swiss university students learning Danish as a foreign language investigates how and why the participants change their beliefs over time. At the beginning of the three-semester language course, the participants believe that form-focussed approaches to language learning are most efficient, whereas at the end of the course, they believe that communicative approaches to language learning are more important. The study is based on 142 written learning journals that were collected during a year and a half and analysed quantitatively and qualitatively. The main finding of the study is that the participants change their learner beliefs in accordance with changes in their perceived linguistic progression and in accordance with the methods and materials chosen by the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01