Metodologia de pesquisa das crenças sobre aprendizagem de línguas: estado da arte

Barcelos, Ana Maria Ferreira

doi:10.1590/S1984-63982001000100005

Resumo

Language learning beliefs have been a topic in Applied Linguistics for 15 years now. Beliefs are considered as one of the individual learning differences that may influence the learning/acquisition process. Many studies have been published about language learning beliefs but few of them have examined the methodology of investigating beliefs. This paper is a state-ofart review of current research methodology on students' language learning beliefs. The author groups studies on language learning beliefs into three approaches according to their definition of beliefs, methodology, and the relationship between beliefs and actions. The main advantages and disadvantages of each approach are discussed and questions for the future research on students" language learning beliefs are offered at the end.

Metodologia de pesquisa das crenças sobre aprendizagem de línguas: estado da arte¹ 12th World Congress o f Applied Linguistics 1 Uma versão anterior desse trabalho foi apresentada no , em Tóquio, Japão, Agosto 1-6, 1999.

Ana Maria Ferreira Barcelos

Universidade Federal de Viçosa

ABSTRACT

Language learning beliefs have been a topic in Applied Linguistics for 15 years now. Beliefs are considered as one of the individual learning differences that may influence the learning/acquisition process. Many studies have been published about language learning beliefs but few of them have examined the methodology of investigating beliefs. This paper is a state-ofart review of current research methodology on students' language learning beliefs. The author groups studies on language learning beliefs into three approaches according to their definition of beliefs, methodology, and the relationship between beliefs and actions. The main advantages and disadvantages of each approach are discussed and questions for the future research on students" language learning beliefs are offered at the end.

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ABELSON, R. P. Difference between belief and knowledge systems. Cognitive Science, 3, p. 355-366, 1979.
ABRAHAM, R. G.; VANN, R. J. Strategies of two language leamers: A case study. In: WENDEN, A.; RUBIN, J. (Ed.). Leamer strategies in language leaming. Londres: Prentice Hall, 1987. p. 85-102.
ALLEN, L. The evolution of a learner's beliefs about language leaming. Carleton Papers in Applied Language Studies, XIII, p. 67-80,1996.
BARCELOS, A. M. F. A cultura de aprender língua estrangeira (inglês) de alunos de Letras 1995. 188f. Dissertação (Mestrado em Lingüística Aplicada) - Instituto de Estudos da Linguagem, UNICAMP, Campinas.
_____. Current Approaches to the Investigation of Language Learning Beliefs: A Literature Review. In: AILA'99, 1999, Tóquio. 12^th World Congress o f Applied Linguistics AILA'99 — Programa and Abstracts, Tóquio: AILA, 1999. p. 133.
_____. Understanding teachers' and students' language learning beliefs in experience: A Deweyan Approach. 2000.357f. Tese (Doutorado em Ensino de Ingles como Segunda Lingua). College of Education, The University of Alabama, Tuscaloosa.
_____. Incorporating language learning beliefs in the classroom - Workshop. União Cultural Brasil Estados Unidos, São Paulo, 3 de agosto, 2000a.
BENSON, R A critical view of learner training. Learning Learning, v. 2, n .2, p. 2-6,1995.
BLOCK, D. Learning by listening to language learners. System, v. 25, n. 3, p. 347-360, 1997.
BLOCK, D. Exploring interpretations of questionnaire items. System, v. 26, n. 3, p. 403-425,1998.
BREEN, M. Constructions of the learner in second language acquisition research.In: ALATIS, 1; STRAEHLE, C.; RONKIN, M.; GALLENBERGER, B. (Ed.). Georgetown University Round Table on Languages and Linguistics. Washington: Georgetown University Press, 1996. p. 84-115.
CARVALHO, V. C. P. S. A aprendizagem de língua estrangeira sob a ótica de alunos de letras: crenças e mitos 2000. 138f. Dissertação (Mestrado em Estudos Lingüísticos) - Faculdade de Letras, UFMG, Belo Horizonte.
CAMPBELL, C. M.; SHAW, V. M.; PLAGEMAN, M.E.; ALLEN, T. A. Exploring student beliefs about language learning. In: HATFIELD, W. N. (Ed.). Visions and realities in foreign language teaching: where we are, where we are going Lincolnwood: National Textbook, 1993. p. 29-39.
CORTAZZI, M. & JIN, L. Cultures of learning: Language classrooms in China. In: COLEMAN, H. (Ed.). Society and the language classroom, Cambridge: Cambridge University Press, p. 169-203,1996.
COTTERALL, S. Readiness for autonomy: Investigating learner beliefs. System, v. 23, n. 2, p.195-205,1995.
DEWEY, J. How we think. Lexington: D. C. Heath. 1993.
ELLIS, R. The metaphorical constructions of second language learners. In: AAAL'9 8 ,1998, Seatle. AAALAnual Conference, Seatle: AAAL., 1998.
ERLBAUM, B. E.; BERG, C. A.; DODD, D. H. Previous learning experiences, strategy beliefs, and task definition in self-regulated foreign language learning. Contemporary Educational Psychology, v. 18, n. 3, p. 318-336, 1993.
FREEMAN, D. The "unstudied problem": Research on teacher learning in language teaching. In: FREEMAN, D.; RICHARDS, J.C. (Ed.). Teacher learning in language teaching, Cambridge: Cambridge University Press, 1996. p. 351-378.
GARCIA, C. R. P. As culturas de aprender uma lingua estrangeira (inglês) em sala de aula que se propõe interdisciplinar 1999.125f. Dissertação (Mestrado em Lingüística Aplicada) - Instituto de Estudos da Linguagem, UNICAMP, Campinas.
GEMENEZ, T. Learners becoming teacher: an exploratory study of beliefs held by prospective and practising EFL teachers in Brazil. 1994. 340f. Tese (Doutorado) Lancaster: Lancaster University.
GOODWIN, C.; DURANTI, A. Rethinking context: An introduction. In: DURANTI, A.; GOODWIN, C. (Ed.). Rethinking context: Language as an interactive phenomenon Cambridge: Cambridge University Press, 1992. p. 1-42.
HOLEC, H. The learner as manager: managing learning or managing to learn? In: WENDEN, A.; RUBIN, J. (Ed.). Learner strategies in language learning London: Prentice Hall, 1987. p. 145-156.
HOLLIDAY, A. Appropriate methodology and social context Cambridge: Cambridge University Press, 1994.
HORWITZ, E. K. Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, v. 18, n. 4, p. 333-340, 1985.
HORWITZ, E. K. Surveying students' beliefs about language learning. In: WENDEN, A.; RUBIN, J. (Ed.). Learner strategies in language learning. London: Prentice Hall, 1987. p. 110-129.
HORWITZ, E. K. The beliefs about language learning of beginning university foreign language students. The Modem Language Journal, v. 72, n. 3, p. 283-294, 1988.
KALAJA, P. Student beliefs (or metacognitive knowledge) about SLA reconsidered. International Journal of Applied Linguistics, v. 5, n. 2, p. 191-204, 1995.
KERN, R. G. Students7 and teachers' beliefs about language learning. Foreign Language Annals, v. 28, n. 1, p. 71-92, 1995.
KUNTZ, P. Students of 'easy' languages: Their beliefs about language learning. [ERIC Document Reproduction Service No. ED397658], 1996.
KUNTZ, P. Students and their teachers of Arabic: Beliefs about language learning. ERIC Document Reproduction Service No. ED407854], 1997.
MANTLE-BROMLEY, C. Positive attitudes and realistic beliefs: Links to proficiency. The Modem Language Journal, v. 79, n. 3, p. 372-386, 1995.
LAVE, J. The practice of learning. In: CHAÏNKLIN, S.; LAVE. J. (Ed.). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press, 1993. p. 3-32.
LOW, G. The semantics of questionnaire rating scales. Evaluation and Research in Education, v. 2, n. 2, p. 69-79,1988.
LUPPESCU, S.; DAY, R. R. Examining attitude in teachers and students: the need to validate questionnaire data. Second Language Research, v. 6, n. 2, p. 125-134,1990.
MCDONOUGH, J.; MCDONOUGH, S. H. Research methods for English language teachers London: Arnold. 1997.
MUNB Y, H. A qualitative approach to the study of a teacher's beliefs. Journal of Research in Science Teaching, v. 21, n. 1, p. 27-38, 1984.
MILLER, L. & GINSBERG, R. B. FolWinguistic theories of language learning. In: FREED, B. F. (Ed.). Second language acquisition in a study abroad contextI. Amsterdam: John Benjamins, 1995. p. 293-315.
MORI, Y. Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? [ERIC Document Reproduction Service No. ED406657], 1997.
MURPHEY, T. Experiencing and mapping in teacher education. In: SACHS, G.T., Brock, M.; Lo, R. (Ed.). Directions in second language teacher education Hong Kong: City University of Hong Kong, 1996. p. 202-219.
MURPHEY, T. Language hungry! An introduction to language learning fun and self-esteem. Tokyo: MacMillan. 1997.
NESPOR, J. The role of beliefs in the practice of teaching. Journal of Curriculum Studies, v. 19, n. 4, p. 317-328, 1987.
PAJARES, F. M. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, v. 62, n. 3, p. 307-332, 1992.
PRESS, M-C. Ethnicity and the autonomous language learner: different beliefs and learning strategies? In: BROADY, E.; KENNING, M-M (Ed.). Promoting Learner autonomy in university language teaching. London: Association for French Studies/CILT, 1996. p.237-259.
RAMANATHAN, V.; ATKINSON, D. Ethnographic approaches and methods in L2 writing research: A critical guide and Review. Applied Linguistics, v. 20, n. 1, 1999. p.44-70.
RICHARDS, J. C.; LOCKHART, C. Reflective teaching in second language classrooms Cambridge: Cambridge University Press, 1994.
RICHARDSON, V. The role of attitudes and beliefs in learning to teach. In: SIKULA, J. (Ed.). Handbook of Research on Teacher Education (2. ed.). New York: Macmillan, 1996. p.102-119.
RILEY, R The guru and the conjurer: aspects of counselling for selfaccess. In: BENSON, P. & VOLLER, P. (Ed.). Autonomy and independence in language learning New York: Longman, 1997. p .114- 131.
ROKEACH, M. Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass, 1968.
SCHWANDT, T. A. Qualitative Inquiry: a dictionary of terms. Thousand Oaks: Sage,1997.
SAKUI, K.; GAIES, S. Investigating Japanese learners' beliefs about language learning. System, v. 27, n. 4, p, 473-492,1999.
SU, D. A study of English learning strategies and styles of Chinese university students in relation to their cultwal beliefs about learning English 1995. Dissertação (Doutorado) - University of Georgia, Athens.
SWALES, S.. From metaphor to meta-language. English Teaching Forum, v. 32, n. 3, p.8- 11, 1994.
TUMPOSKY,N. Student beliefs about language learning: A cross-cultural study. Carleton Papers in Applied Language Studies, v. 8, p. 50-65, 1991.
VALENZUELA, S. M. The management of language learning: Who is supposed to do what? Carleton Papers in Applied Language Studies, XIII, 1996. p. 21-35.
VIANA, N. A. A desconstrução dos mitos na aprendizagem de língua estrangeira. Uberlândia. Departamento de Letras, UFU, 1993. 5f. Mimeografado.
VICTORI, M. Investigating the metacognitive knowledge of students of English as a second language. 1992. Dissertação (Mestrado) - University of California, Los Angeles.
VICTORI, M.; LOCKHART, W. Enhancing metacognition in self-directed language learning. System, v. 23, n. 2, p. 223-234, 1995.
WEN, Q.; JOHNSON, R. K. L2 learner variables and English achievement A study of tertiary-level English majors in China. Applied Linguistics, v. 18, p. 27-48, 1997.
WENDEN, A. Helping language learners think about learning. ELT Journal, v. 40, n.l, p.3-12, 1986.
WENDEN, A. How to be a successful language learner: insights and prescriptions from L2 learners. In: WENDEN, A. & RUBIN, J. (Eds.). Learner strategies in language learning. London: Prentice Hall, 1987, p.103-117.
WENDEN, A. Learner strategies for learner autonomy London: Prentice Hall, 1991.
WENDEN, A. Metacognitive knowledge and language learning. Applied Linguistics, v. 19, n. 4, p. 515-537, 1999.
WOODS, D. Teacher cognition in language teaching: Beliefs, decisionmaking, and classroom practice. Cambridge: Cambridge University Press. 1996.
WOODS, D. Decision-making in language learning: A lens for examining learner strategies. The Language Teacher Online, Outubro, 1997. [cited 26 May 1998]. Available from World Wide WeB: Available from World Wide WeB: < http://langue.hyper.chubu.ac.jp/jalt/pub/tli/97/oct/woods.html >
» http://langue.hyper.chubu.ac.jp/jalt/pub/tli/97/oct/woods.html
YANG, N.D. Second language learners' beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. 1992. Tese (Doutorado) - The University of Texas, Austin.

12th World Congress o f Applied Linguistics

1 Uma versão anterior desse trabalho foi apresentada no , em Tóquio, Japão, Agosto 1-6, 1999.

Datas de Publicação

Publicação nesta coleção
12 Jun 2013
Data do Fascículo
2001

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ABELSON, R. P. Difference between belief and knowledge systems. Cognitive Science, 3, p. 355-366, 1979.

[2] ABRAHAM, R. G.; VANN, R. J. Strategies of two language leamers: A case study. In: WENDEN, A.; RUBIN, J. (Ed.). Leamer strategies in language leaming. Londres: Prentice Hall, 1987. p. 85-102.

[3] ALLEN, L. The evolution of a learner's beliefs about language leaming. Carleton Papers in Applied Language Studies, XIII, p. 67-80,1996.

[4] BARCELOS, A. M. F. A cultura de aprender língua estrangeira (inglês) de alunos de Letras 1995. 188f. Dissertação (Mestrado em Lingüística Aplicada) - Instituto de Estudos da Linguagem, UNICAMP, Campinas.

[5] _____. Current Approaches to the Investigation of Language Learning Beliefs: A Literature Review. In: AILA'99, 1999, Tóquio. 12^th World Congress o f Applied Linguistics AILA'99 — Programa and Abstracts, Tóquio: AILA, 1999. p. 133.

[6] _____. Understanding teachers' and students' language learning beliefs in experience: A Deweyan Approach. 2000.357f. Tese (Doutorado em Ensino de Ingles como Segunda Lingua). College of Education, The University of Alabama, Tuscaloosa.

[7] _____. Incorporating language learning beliefs in the classroom - Workshop. União Cultural Brasil Estados Unidos, São Paulo, 3 de agosto, 2000a.

[8] BENSON, R A critical view of learner training. Learning Learning, v. 2, n .2, p. 2-6,1995.

[9] BLOCK, D. Learning by listening to language learners. System, v. 25, n. 3, p. 347-360, 1997.

[10] BLOCK, D. Exploring interpretations of questionnaire items. System, v. 26, n. 3, p. 403-425,1998.

[11] BREEN, M. Constructions of the learner in second language acquisition research.In: ALATIS, 1; STRAEHLE, C.; RONKIN, M.; GALLENBERGER, B. (Ed.). Georgetown University Round Table on Languages and Linguistics. Washington: Georgetown University Press, 1996. p. 84-115.

[12] CARVALHO, V. C. P. S. A aprendizagem de língua estrangeira sob a ótica de alunos de letras: crenças e mitos 2000. 138f. Dissertação (Mestrado em Estudos Lingüísticos) - Faculdade de Letras, UFMG, Belo Horizonte.

[13] CAMPBELL, C. M.; SHAW, V. M.; PLAGEMAN, M.E.; ALLEN, T. A. Exploring student beliefs about language learning. In: HATFIELD, W. N. (Ed.). Visions and realities in foreign language teaching: where we are, where we are going Lincolnwood: National Textbook, 1993. p. 29-39.

[14] CORTAZZI, M. & JIN, L. Cultures of learning: Language classrooms in China. In: COLEMAN, H. (Ed.). Society and the language classroom, Cambridge: Cambridge University Press, p. 169-203,1996.

[15] COTTERALL, S. Readiness for autonomy: Investigating learner beliefs. System, v. 23, n. 2, p.195-205,1995.

[16] DEWEY, J. How we think. Lexington: D. C. Heath. 1993.

[17] ELLIS, R. The metaphorical constructions of second language learners. In: AAAL'9 8 ,1998, Seatle. AAALAnual Conference, Seatle: AAAL., 1998.

[18] ERLBAUM, B. E.; BERG, C. A.; DODD, D. H. Previous learning experiences, strategy beliefs, and task definition in self-regulated foreign language learning. Contemporary Educational Psychology, v. 18, n. 3, p. 318-336, 1993.

[19] FREEMAN, D. The "unstudied problem": Research on teacher learning in language teaching. In: FREEMAN, D.; RICHARDS, J.C. (Ed.). Teacher learning in language teaching, Cambridge: Cambridge University Press, 1996. p. 351-378.

[20] GARCIA, C. R. P. As culturas de aprender uma lingua estrangeira (inglês) em sala de aula que se propõe interdisciplinar 1999.125f. Dissertação (Mestrado em Lingüística Aplicada) - Instituto de Estudos da Linguagem, UNICAMP, Campinas.

[21] GEMENEZ, T. Learners becoming teacher: an exploratory study of beliefs held by prospective and practising EFL teachers in Brazil. 1994. 340f. Tese (Doutorado) Lancaster: Lancaster University.

[22] GOODWIN, C.; DURANTI, A. Rethinking context: An introduction. In: DURANTI, A.; GOODWIN, C. (Ed.). Rethinking context: Language as an interactive phenomenon Cambridge: Cambridge University Press, 1992. p. 1-42.

[23] HOLEC, H. The learner as manager: managing learning or managing to learn? In: WENDEN, A.; RUBIN, J. (Ed.). Learner strategies in language learning London: Prentice Hall, 1987. p. 145-156.

[24] HOLLIDAY, A. Appropriate methodology and social context Cambridge: Cambridge University Press, 1994.

[25] HORWITZ, E. K. Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, v. 18, n. 4, p. 333-340, 1985.

[26] HORWITZ, E. K. Surveying students' beliefs about language learning. In: WENDEN, A.; RUBIN, J. (Ed.). Learner strategies in language learning. London: Prentice Hall, 1987. p. 110-129.

[27] HORWITZ, E. K. The beliefs about language learning of beginning university foreign language students. The Modem Language Journal, v. 72, n. 3, p. 283-294, 1988.

[28] KALAJA, P. Student beliefs (or metacognitive knowledge) about SLA reconsidered. International Journal of Applied Linguistics, v. 5, n. 2, p. 191-204, 1995.

[29] KERN, R. G. Students7 and teachers' beliefs about language learning. Foreign Language Annals, v. 28, n. 1, p. 71-92, 1995.

[30] KUNTZ, P. Students of 'easy' languages: Their beliefs about language learning. [ERIC Document Reproduction Service No. ED397658], 1996.

[31] KUNTZ, P. Students and their teachers of Arabic: Beliefs about language learning. ERIC Document Reproduction Service No. ED407854], 1997.

[32] MANTLE-BROMLEY, C. Positive attitudes and realistic beliefs: Links to proficiency. The Modem Language Journal, v. 79, n. 3, p. 372-386, 1995.

[33] LAVE, J. The practice of learning. In: CHAÏNKLIN, S.; LAVE. J. (Ed.). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press, 1993. p. 3-32.

[34] LOW, G. The semantics of questionnaire rating scales. Evaluation and Research in Education, v. 2, n. 2, p. 69-79,1988.

[35] LUPPESCU, S.; DAY, R. R. Examining attitude in teachers and students: the need to validate questionnaire data. Second Language Research, v. 6, n. 2, p. 125-134,1990.

[36] MCDONOUGH, J.; MCDONOUGH, S. H. Research methods for English language teachers London: Arnold. 1997.

[37] MUNB Y, H. A qualitative approach to the study of a teacher's beliefs. Journal of Research in Science Teaching, v. 21, n. 1, p. 27-38, 1984.

[38] MILLER, L. & GINSBERG, R. B. FolWinguistic theories of language learning. In: FREED, B. F. (Ed.). Second language acquisition in a study abroad contextI. Amsterdam: John Benjamins, 1995. p. 293-315.

[39] MORI, Y. Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? [ERIC Document Reproduction Service No. ED406657], 1997.

[40] MURPHEY, T. Experiencing and mapping in teacher education. In: SACHS, G.T., Brock, M.; Lo, R. (Ed.). Directions in second language teacher education Hong Kong: City University of Hong Kong, 1996. p. 202-219.

[41] MURPHEY, T. Language hungry! An introduction to language learning fun and self-esteem. Tokyo: MacMillan. 1997.

[42] NESPOR, J. The role of beliefs in the practice of teaching. Journal of Curriculum Studies, v. 19, n. 4, p. 317-328, 1987.

[43] PAJARES, F. M. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, v. 62, n. 3, p. 307-332, 1992.

[44] PRESS, M-C. Ethnicity and the autonomous language learner: different beliefs and learning strategies? In: BROADY, E.; KENNING, M-M (Ed.). Promoting Learner autonomy in university language teaching. London: Association for French Studies/CILT, 1996. p.237-259.

[45] RAMANATHAN, V.; ATKINSON, D. Ethnographic approaches and methods in L2 writing research: A critical guide and Review. Applied Linguistics, v. 20, n. 1, 1999. p.44-70.

[46] RICHARDS, J. C.; LOCKHART, C. Reflective teaching in second language classrooms Cambridge: Cambridge University Press, 1994.

[47] RICHARDSON, V. The role of attitudes and beliefs in learning to teach. In: SIKULA, J. (Ed.). Handbook of Research on Teacher Education (2. ed.). New York: Macmillan, 1996. p.102-119.

[48] RILEY, R The guru and the conjurer: aspects of counselling for selfaccess. In: BENSON, P. & VOLLER, P. (Ed.). Autonomy and independence in language learning New York: Longman, 1997. p .114- 131.

[49] ROKEACH, M. Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass, 1968.

[50] SCHWANDT, T. A. Qualitative Inquiry: a dictionary of terms. Thousand Oaks: Sage,1997.

[51] SAKUI, K.; GAIES, S. Investigating Japanese learners' beliefs about language learning. System, v. 27, n. 4, p, 473-492,1999.

[52] SU, D. A study of English learning strategies and styles of Chinese university students in relation to their cultwal beliefs about learning English 1995. Dissertação (Doutorado) - University of Georgia, Athens.

[53] SWALES, S.. From metaphor to meta-language. English Teaching Forum, v. 32, n. 3, p.8- 11, 1994.

[54] TUMPOSKY,N. Student beliefs about language learning: A cross-cultural study. Carleton Papers in Applied Language Studies, v. 8, p. 50-65, 1991.

[55] VALENZUELA, S. M. The management of language learning: Who is supposed to do what? Carleton Papers in Applied Language Studies, XIII, 1996. p. 21-35.

[56] VIANA, N. A. A desconstrução dos mitos na aprendizagem de língua estrangeira. Uberlândia. Departamento de Letras, UFU, 1993. 5f. Mimeografado.

[57] VICTORI, M. Investigating the metacognitive knowledge of students of English as a second language. 1992. Dissertação (Mestrado) - University of California, Los Angeles.

[58] VICTORI, M.; LOCKHART, W. Enhancing metacognition in self-directed language learning. System, v. 23, n. 2, p. 223-234, 1995.

[59] WEN, Q.; JOHNSON, R. K. L2 learner variables and English achievement A study of tertiary-level English majors in China. Applied Linguistics, v. 18, p. 27-48, 1997.

[60] WENDEN, A. Helping language learners think about learning. ELT Journal, v. 40, n.l, p.3-12, 1986.

[61] WENDEN, A. How to be a successful language learner: insights and prescriptions from L2 learners. In: WENDEN, A. & RUBIN, J. (Eds.). Learner strategies in language learning. London: Prentice Hall, 1987, p.103-117.

[62] WENDEN, A. Learner strategies for learner autonomy London: Prentice Hall, 1991.

[63] WENDEN, A. Metacognitive knowledge and language learning. Applied Linguistics, v. 19, n. 4, p. 515-537, 1999.

[64] WOODS, D. Teacher cognition in language teaching: Beliefs, decisionmaking, and classroom practice. Cambridge: Cambridge University Press. 1996.

[65] WOODS, D. Decision-making in language learning: A lens for examining learner strategies. The Language Teacher Online, Outubro, 1997. [cited 26 May 1998]. Available from World Wide WeB: Available from World Wide WeB: < http://langue.hyper.chubu.ac.jp/jalt/pub/tli/97/oct/woods.html >
» http://langue.hyper.chubu.ac.jp/jalt/pub/tli/97/oct/woods.html

[66] YANG, N.D. Second language learners' beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. 1992. Tese (Doutorado) - The University of Texas, Austin.

Brasil

Brasil

Metodologia de pesquisa das crenças sobre aprendizagem de línguas: estado da arte

Resumo

12th World Congress o f Applied Linguistics

Datas de Publicação