Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison.

Content Provider	Semantic Scholar
Author	Yang, Nae-Dong
Copyright Year	2000
Abstract	This study surveyed 68 Taiwanese preservice English elementary teachers regarding their beliefs about language learning and teaching. The survey examined their beliefs in five areas: child development, teaching English to children, teaching strategies and techniques, the nature of language learning, and self-efficacy and expectations. Data analysis indicated that the respondents shared several beliefs about child development (e.g., children's first language development is related to their second language learning). Most respondents believed that in learning English, younger is better, and more than half believed that people acquire language knowledge by repeatedly understanding expressions in the language that are a little beyond their current level of competence. Nearly all of the respondents felt that it is necessary to teach about foreign culture and that spelling and grammar should not be the first subjects to teach. Most believed that children acquire language by taking part in activities and that letting children use language to accomplish activities helps them learn. In general, the respondents had strong motivations and high expectations for becoming good elementary school English teachers. An appendix presents data on responses to each survey item. (Contains 21 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the ori inal document. Teachers' Beliefs About Language Learning and Teaching: A CrossCultural Comparison* NAE-DONG YANG, National Taiwan University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS
Starting Page	39
Ending Page	52
Page Count	14
File Format	PDF HTM / HTML
Volume Number	5
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED468309.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article