ERIC ED468310: Foreign Language Methods Students' Beliefs about Language Learning and Teaching.

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DOCUMENT RESUME
ED 468 310
FL 027 389
Harrington, Stasie C.; Hertel, Tammy Jandrey
AUTHOR
Foreign Language Methods Students' Beliefs about Language
TITLE
Learning and Teaching.
2000-00-00
PUB DATE
18p.; In: Proceedings for the Texas Foreign. Language
NOTE
[Education] Conference (Austin, Texas, March 31-April 1,
2000); see FL 027 384.
Research (143) --
Journal Articles (080)
Reports
PUB TYPE
Speeches /Meeting Papers (150)
Texas Papers in Foreign Language Education; v5 nl p53-68 spec
JOURNAL CIT
iss Fall 2000
EDRS Price MF01/PC01 Plus Postage.
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*Beliefs; Elementary Secondary Education; Higher Education;
DESCRIPTORS
Language Teachers; Methods Courses; Preservice Teacher
Education; Second Language Instruction; Second Language
Learning; *Student Teacher Attitudes; Surveys; Teaching
Methods
ABSTRACT
This study investigated preservice foreign language teachers'
preconceived ideas about language learning and teaching. Surveys were
administered at the beginning and the end of two foreign language methods
courses at different universities. Data analysis indicated that while many of
the respondents' beliefs remained consistent throughout the methods course,
some changed significantly due to the ideas presented and discussed in class.
Beliefs that changed were related to such statements as: student motivation
to continue language study directly relates to success in actually learning
to speak that language; language learning ability is innate; it is important
to repeat and practice a lot; and the inclusion of cultural material in
second language courses increases student motivation to learn and speak the
language. Beliefs that remained constant related to such statements as: it is
important for students to learn rules of grammar; the teacher should always
require that the response in the target language be linguistically perfect;
simulated real life situations should be used to teach conversation skills;
the ability to exchange ideas in a spontaneous context requires skills beyond
a knowledge of linguistic structures; and language learning should be fun.
(Contains 13 references.)
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Foreign Language Methods Students' Beliefs About Language
Learning and Teaching*
STASIS C. HARRINGTON, The Pennsylvania State University
HERTEL, Juniata College
TAMMY
JANDREY
/
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
°Hee of Educational Research and Improvement
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Beliefs About Language
Foreign Language Methods Students'
Learning and Teaching*
University
STASIE C. HARRINGTON, The Pennsylvania State
TAMMY JANDREY HERTEL, Juniata College
initiated by Horwitz (1985)
The present study is an attempt to further the work
learning
language teachers' preconceived ideas about language
on future foreign
the beginning and the end of two
and teaching. Two surveys were administered at
different universities. Quantitative
foreign language methods courses taught at
from student belief statements are
data from these surveys and qualitative data
point to the need for educators to
discussed. Conclusions drawn from this study
opportunities to examine their tacit beliefs
continue to provide their students with
be taught.
about how languages are learned and should
INTRODUCTION
define the process of learning to
How we, as teacher educators, view and
and experiences that our teacher-
teach determines the type of instruction
development. Such development has
learners receive during their professional
that is, the combination of
traditionally been conceptualized as transmission,
during methodology courses, language
presentation and practice. For example,
of knowledge about language, lan-
teachers are introduced to a "codified body
[and] a range of teaching practices or
language teaching .
guage learning, and
.
.
methodologies" (Freeman & Johnson, 1998, p. 402).
this conceptualization of learning to
A key component is missing from
teacher-learners' beliefs. The teacher-learners
teach: the important role of the
empty-handed; rather, they
who enter the methodology course do not come
that serve as powerful advance-
bring with them beliefs and knowledge
and experiences gained during their
organizers through which the knowledge
and consequently accepted,
re-
professional development are evaluated
beliefs are an essential com-
formulated, or rejected. Thus, the teacher-learners'
teach. Teacher education programs, instead
ponent of the process of learning to
knowledge, must begin to help
of focusing their attention on transmitting
the knowledge and be-
teacher-learners' recognize, articulate, and reflect upon
reflect on their beliefs and
liefs they already possess. By having opportunities to
In other words, teacher empow-
practices, teacher-learners become empowered.
than being external to the teacher her or him-
erment occurs when control, rather
and questions her or his beliefs,
self, comes from within as the teacher examines
intentions, understandings and practices:
and the development
[T]eacher empowerment does not occur without reflection
teachers may
of the means to express justifications. Without such empowerment,
0
demands, and
become victims of their personal biographies, systemic political
coo
1\1
Conference 2000 (TexFLEC
* Presented at the Texas Foreign Language Education
3
2000), University of Texas at Austin, March 31-April 1, 2000.
54
Texas Papers in Foreign Language Education
teachers, who were positioned at the
ecological conditions, rather
than making use of them in
bottom of the hierarchy (Richardson,
developing and sustaining
1996). Teaching was conceptualized
worthwhile and significant
behaviors, rou-
as "a set of discrete
change (Richardson,
1990,
tines, or scripts drawn from empiri-
p. 16).
cal investigations of what effective or
expert teachers did in practice," and
Such empowerment is essential since
since it was assumed that behaviors
the process of learning to teach does
were linked to learning outcomes,
not begin and end with the method-
the goal of research became the
ology course, rather, it is a life-long
search for optimal teaching behav-
process (Armaline & Hoover,
1989;
iors (Freeman & Johnson, 1998, p.
Britzman, 1992; Richardson, 1990;
399).
Zeichner & Liston, 1996).
The effect of behaviorism and
the process-product approach in the
Changing Paradigms in Teacher
mani-
area of teacher education was
Education
fested in the adoption of its trans-
The teaching profession
is
mission conceptualization of knowl-
constantly evolving; novel or tradi-
edge. A training model was used to
tional ideas and perspectives emerge
guide the instruction of student
or re-emerge, thus calling for a re-
teachers: a teacher educator trans-
status
quo.
the
evaluation
of
behaviors and
mitted "accepted"
Changes ranging from minor ad-
techniques, as deemed by research,
complete paradigm
justments
to
to the student teachers, and it was
shifts have been a defining variable
assumed that they learned
skills
throughout the history of education,
from the model and changed their
and teacher education has not es-
behaviors. Therefore, teacher change,
caped such scrutiny and demands
lens of behavior-
as seen through the
for transformation, although it has
ism, consisted of an external demand
typically lagged behind (Freeman &
placed upon the teacher by the "ex-
Johnson, 1998; Richardson, 1996).
perts," i.e., the knowledge sources
Prior to the mid-1970s, behav-
the hierarchy.
on higher levels of
iorism and a process-product para-
Teachers were then required to in-
digm dominated the field of educa-
ternalize the externally mandated
tion. Behaviorism posited a hierar-
changes without question (Richard-
view
transmittal
and
of
chical
knowledge, in which knowledge was
son, 1996).
Starting in the mid-1970s, a
transmitted in the following order:
research
new body of educational
researcher, textbook, administrator,
began to develop that challenged
teacher educator, and teacher. Thus,
process-
and
the
inherent in this top-down structure,
behaviorism
product paradigm. It raised socio-
notions such as "expert" and "exper-
questions about teachers
tise" were valued and levied against
political
4
55
Beliefs About Language Learning and Teaching
Moreover, the constructivist concep-
and their role and epistemological
tion of teacher change stressed the
questions about the nature of what
importance of teachers' control over
teachers knew and how they ac-
when, why, and how change would
quired that knowledge (Elbaz, 1991;
change is a
occur and the fact that
Freeman, 1996). This new concern
constant variable in the learning-to-
for teacher thinking and socialization
teach process (Richardson, 1994). Fi-
emerged "in high-profile research
nally, the constructivist viewpoint
reports in the United States and in
challenged behaviorism's transmittal
England and in the publication of
view of knowledge; it leveled the
influ-
two books that became highly
hierarchy.
top-down
imposed
ential: Philip Jackson's (1968) Life in
Teachers were no longer viewed as
Classrooms, and Dan Lortie's (1975)
empty vessels waiting for "experts"
Study
Schoolteacher: A Sociological
to provide them with
knowledge;
(Freeman, 1996, p. 355). Lortie (1975),
consequently, the traditional training
basing his work on that of Jackson,
model of teacher education was re-
examined the powerful influence of
placed by one of teacher empower-
schools and schooling. His concept
ment. The goal of teacher training
of the "apprenticeship of observa-
teacher-learners
was to provide the
tion" referred to the way in which
with tools that would help them
teachers' past experiences as stu-
by
construct their own knowledge
dents within the educational system,
first recognizing their personal be-
13,000
approximately
during
the
liefs and conceptions of teaching and
hours spent in the schools, affect
then joining them with their teaching
their beliefs and knowledge. Thus,
practices. Teachers' construction of
schooling was believed to have more
knowledge, accomplished on both a
of an influence on teacher's class-
personal and social level, i.e., both
than any formal
room practices
and
reflection
personal
through
knowledge acquired during methods
through engaging in open dialogue
teaching. Conse-
courses or student
with others, formed the basis of the
quently, this belief in the importance
dynamic and continuous process of
and tenacity of schooling prompted
learning to teach.
the value of teacher
a questioning of
education programs.
Teacher Beliefs
Following this initial impetus
Armaline and Hoover (1989)
teacher
to place more attention on
and Horwitz (1985) addressed the
socialization and thought, a con-
issue of understanding one's beliefs
structivist conception of teaching
and knowledge about teaching. Spe-
had taken root by the 1980s. The
cifically, they examined the influence
world of teaching, according to the
of schooling and prior experiences
viewed
tradition,
constructivist
beliefs and iden-
on teacher-learners'
teachers as constructors of knowl-
tity and how this tacit knowledge
edge rather than mere recipients and
may be made explicit.
(Richardson,
1996).
consumers
Texas Papers in Foreign Language Education
56
ventory (BALLI). Administered as
Armaline and Hoover (1989)
activity of the methods
the
first
used critical reflection to help stu-
course, the inventories assessed the
dents begin to articulate the beliefs
teachers' beliefs in four main areas:
that define their conception of teach-
foreign language aptitude, the diffi-
ing. Through the process of critical
culty of language learning, the na-
reflection, the exposed beliefs are
ture of language learning, and ap-
open to scrutiny and then
modifica-
propriate language learning strate-
tion or replacement. According to
gies. The purpose of having the stu-
education
teacher
authors,
these
dents complete the inventories was
must proceed in a series of steps de-
to challenge student opinions and
signed to prepare student teachers
provide a type of advance organizer
for the culminating field experience.
to subsequent course content. From
The initial activities are aimed at
her experience with these instru-
"dislodging students from belief sys-
ments, Horwitz concluded that they
tems rooted only in their own unex-
provided a systematic way of assess-
amined experiences of having been
ing language teachers' beliefs and
in schools as students" (p. 46).. Pro-
allowing the teachers to consciously
viding the student teachers with core
examine the beliefs that otherwise
field and classroom experiences in
Neverthe-
may have remained tacit.
which they are asked to evaluate and
less, she pointed to the need for re-
critique the teaching practices they
document
would
that
search
both observe and demonstrate then
whether the beliefs that surfaced as a
challenges these initial beliefs. Ac-
result of completing the inventories
tivities such as microteaching and
maintained
subsequently
were
peer teaching serve as opportunities
throughout the teaching career of the
for such reflection on practice. Fi-
methods students. The present study
nally, the field experience allows for
further Horwitz'
was an attempt to
both practice teaching and reflection
work on pre-service teachers' beliefs
the student
on practice
that
so
about language learning and teach-
"merely
beyond
goes
teacher
ing, examining their beliefs both at
model[ling] the conventional activi-
the beginning and end of the foreign
ties of teaching and schooling" (p.
language teaching methods course.
46).
Horwitz (1985) studied for-
precon-
teachers'
METHODS
language
eign
Participants included twenty
ceived ideas about how languages
undergraduate students enrolled in
they should be
are learned and how
teaching
language
foreign
two
taught. Over several years while
methodology courses at two differ-
teaching a methods class, Horwitz
ent universities during the Fall
1999
had her students fill out two instru-
simul-
semester. Most students were
ments, the Foreign Language Atti-
taneously enrolled in a practicum
tude Survey (FLAS) [1] and the Be-
liefs About Language Learning In-
Beliefs About Language Learning ana I eacning
by supporting quotes from the par-
experience at the high school or post-
ticipants' belief papers.
high school setting.
Participants' responses to the
Both quantitative and qualita-
student's
"The
statement,
first
tive methods were utilized. The two
continue language
to
motivation
quantitative instruments were those
study is directly related to her / his
used by Horwitz (1985): the Foreign
speak
success in actually learning to
Language Attitude Survey (FLAS)
the language," illustrate that while at
and the
Beliefs About Language
the beginning of the semester they
Learning Inventory (BALLI). For the
remained neutral (x=3.32) at the end
three
purposes of the present study,
of the semester they moved toward
statements were added to the BALLI:
statement
the
with
agreement
numbers 28, 29, and 30. See Appen-
(x=3.73) (see Figure 1).
dices A and B for copies of these in-
struments. Both surveys included a
five-point Likert scale. They were
administered at the beginning and
the end of both methods courses.
1=strongly disagree
5=strongly agree
Qualitative data consisted of belief
statements written by the partici-
pants at the beginning and end of the
5
semester. Analysis of the survey data
4
CI Pre-test
consisted of a Marginal Homogene-
3
III Post-test
ity test, the non-parametric version
2
of a repeated measures t-test (p was
preset at <.05. A Mann-Whitney .t
test was also performed to determine
whether there were differences be-
Figure 1. Means for "The student's
tween the responses of the two
motivation to continue lan-
methods classes, and no significant
guage study is directly related
differences were found (p<.05).
to learning to speak the lan-
guage."
RESULTS AND DISCUSSION
Significant Changes in Beliefs
This belief in the importance of mo-
The following
dis-
section
tivation can be illustrated by the fol-
found
cusses five survey statements
lowing quotes, taken from the par-
to be significant; that is, statements
ticipants' belief papers at the end of
for which a significant difference be-
the course:
tween the pre- and post-test means
was found. Each statement is
first
Learning a foreign language
presented with quantitative
data
requires much interest, joy
from the surveys, and then followed
and intrinsic motivation. To
succeed in a foreign language
7
Education
58
Texas Papers in Foreign Language
is not so much the teacher's
of course the
doing (well,
teacher can make the class in-
teresting and fun instead of
1=strongly disagree
5=strongly agree
boring and dry and can ex-
plain grammar well) but the
student's. His development is
5
mostly dependerit on his ef-
forts.
4
01111111/11201111
0 Pre-test
3
I will prepare learners to be-
II Post-test
come intrinsically and extrin-
2
On
sically motivated and to enjoy
the language throughout their
lifetime.
It is interesting to note the difference
Means for
"Language
Figure
2.
in perspective between these two
learning ability is innate; there-
quotes. While the first participant
fore, everyone should be capa-
focused on the students motivating
ble of learning a second lan-
themselves, the second chose
to
capable of
guage if she/he is
stress the teacher's responsibility to
learning a first language."
motivate the students. This contrast
of the partici-
was reflected in many
pants' belief statements.
avid speakers of a second lan-
The second statement was
guage.
"Language learning ability is innate;
therefore, everyone should be capa-
It is not easy to learn a second
language and for some it
ble of learning a second language if
comes more easily than to
she/he is capable of learning a first
student
but
every
others,
language." While staying relatively
should be encouraged to at
neutral, it is evident that the partici-
least give it a try and with the
pants, at the end of the course,
help of the right teacher, they
may end up achieving flu-
moved toward agreement with the
ency.
statement (pre-course, x=2.77; post-
course, x=3.32) (see Figure
2).
is important to note that both
It
Participants' agreement with
.
methods courses included a discus-
this statement is illustrated by the
sion of the Standards for Foreign Lan-
following quotes, taken from their
of the three
guage Learning, and one
end of the semester belief state-
main assumptions of the Standards
ments:
is the ability of all students to be suc-
cessful language learners. Thus, this
I believe that all students have
discussion may have influenced par-
different learning abilities and
ticipants' beliefs regarding this state-
with the right help from good
teachers, they can become
ment.
59
Beliefs About Language Learning and Teaching
and starting off on new ground,
Regarding the next statement,
just as babies are when they first
"It's important to repeat and practice
attempt speaking.
a lot," the participants agreed
less
with the statement at the end of the
This participant deleted the entire
post-
(pre-course,
x=1.59;
course
paragraph when revising her state-
that
(Note
course,
x=2.14).
ment at the end of the semester. An-
5=strongly disagree and 1=strongly
other participant voiced her concern
the scale was reversed on the
agree
for the potential problems associated
BALLI). (see Figure 3). So while par-
with repetition and practice. This
ticipants still agree with this state-
quote was written at the end of the
ment, they do agree less strongly.
semester:
The first quote below was taken
Drill exercises tend to be too
from a participant's pre-course belief
repetitive and the students
demonstrates a
paper, and it clearly
may begin to despise the lan-
guage because of the tedious
strong belief in the value of repeti-
task.
tion and practice:
The fourth statement was "It
Second languages are learned
is important to expose learners to the
[...] When
through repetition.
natural speech of native speakers."
babies begin to learn their first
the
While participants agreed with the
to
listen
they
language,
world around them and then
statement at the beginning of the
course (x=1.81), they agreed even
of the
more strongly at the end
course (x=1.43) (see Figure 4).
1=strongly agree
5=strongly disagree
Figure 3. Means for "It's important
to repeat and practice a lot."
begin to repeat what they hear.
Figure 4. Means for "It is important
They constantly repeat words
that they know that the adults
to expose learners to the natu-
around them give a positive re-
ral speech of native speakers."
action to hearing. [.. .] The stu-
dents are in unfamiliar territory
9
Education
60
Texas Papers in Foreign Language
Strong belief in the value of native
speech is demonstrated by the fol-
lowing quotes, written at the end of
the semester:
second
possible,
Whenever
should
teachers
language
bring native speakers into the
classroom, whether physically
as guest speakers or through
like
devices
technological
and/or
taped
dialogues
Internet.
Figure 5. Means for "The inclusion of
cultural material in a second
One of the discussions we've
had in class that has rein-
increases
course
language
forced my beliefs was about
student motivation to learn
of negotiation
of
role
the
and speak the language."
meaning as input for students.
I feel that these ideas rein-
forced my belief that authen-
tic conversation with native
speakers is an important fac-
partici-
reveal
semester,
the
tor in learning a language.
pants' strong belief in the rela-
tionship between the inclusion
These quotes, along with many oth-
of culture and student motiva-
demonstrate the
ers not included,
tion:
participants' strong belief in the im-
portance of exposing students to na-
Cultural content is essential to the
tive speakers' speech.
study of a language and will only
serve to increase the students' interest
The final statement was "The
and enthusiasm for the language.
Important roles of the teacher
inclusion of cultural material in a
in
are to peak students' interest
second language course increases
the language and make them
student motivation to learn and
want to learn the language by
speak the language." While the par-
introducing them to other as-
ticipants agreed less strongly with
pects of the language such as
this statement at the end of the se-
culture.
mester, the pre-test mean of 4.86 was
These quotes, along with numerous
the highest of all pre- and post-test
others not included, show the value
items and the post-test mean of 4.59
the participants place on culture in
still expresses strong agreement with
the teaching of foreign languages.
the statement (see Figure 5).
The following quotes, taken
from the belief papers at the end of