Khảo sát niềm tin trong việc học tiếng Anh của học sinh dân tộc thiểu số tại Trường Dự bị Đại học Dâ

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Luận văn tiếng Anh:	Ethnic minority students' beliefs about English language learning-A survey at Sam Son pre-university school = Khảo sát niềm tin trong việc học tiếng Anh của học sinh dân tộc thiểu số tại Trường Dự bị Đại học Dân tộc Sầm Sơn. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản:	ĐHNN
Ngày:	2011
Chủ đề:	Tiếng Anh Dân tộc thiểu số Sầm Sơn
Miêu tả:	43 p. + CD-ROM M.A Thesis. Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011 Language learners hold a set of beliefs concerning language learning and these beliefs may influence the ways they learn, even though the beliefs are not always explicitly stated. This study deals with the results of a research project conducted among 150 ethnic students studying at Sam Son ethnic pre-university school, concerning their beliefs about language learning. This explores the nature of learners’ beliefs, how these beliefs can change over time and how their beliefs relate to learners’ developing proficiency. The instrument employed in the study is a modified Vietnamese phiên bản of Horwitz’s (1987) BALLI (Beliefs About Language Learning Inventory). Although numerous similar studies have been conducted since the inventory was first published, this study investigates the differences in ethnic learners’ beliefs to find out the factors that Giúp them success in language learning. The methods of the study mainly use the survey method with the questionnaire with the Giúp of an adapted phiên bản of a popular self-administered questionnaire of Horwitz. They also point to the situated and dynamic nature of learners’ belief systems and the indirect relationship between beliefs and learning. The findings show that the learners indeed held preconceived ideas about how English should best be learnt. The results of the study are discussed in terms of the principal components that were established, which deal with attitude towards language difficulty, language aptitude, language nature, language learning strategies and motivation. It also indicated that despite the respondents’ reported lack of language aptitude, the learners’ motivation remained high. Despite some misconceptions, learners' beliefs were on the whole realistic. The study aims to sensitize English teachers to the types of beliefs learners may hold, and to the possible consequences of these beliefs for foreign language learning and instruction Electronic Resources
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