Essay about Foreign Language Learners Goes Far Beyond Teaching And Learning

Essay about Foreign Language Learners Goes Far Beyond Teaching And Learning

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Research about foreign language learners goes far beyond teaching and learning. As the article "Association between Chinese’s EFL graduate students ' beliefs and language learning strategies" written by Mailing Tang and Jianrong Tian points out, students ' history and therefore beliefs alter their ability to learn a new language. The article having been submitted June 23, 2013 and published in the International Journal of Bilingual Education and Bilingualism in 2015 gives us an in-depth look at students’ histories’ influence on key learning strategies. These strategies include both indirect and direct methods. Indirect methods being strategies that engage the material but are not focused on interacting with the material including metacognitive, affective, and social. On the other hand, there is direct methods which interact with the material but do not look to engage with it including memory, cognitive, and compensation.
To take a closer look at how specific features of students history impacts their use of these strategies they sent out a questioners that where answered by 546 non-English degree students at six different Chinese universities. There was three surveys over all. One look at students’ background, the second one at their beliefs, and the third at their use of language strategies. All of the surveys are reliable across cultural, economic, etc. backgrounds.
The results of the study showed that girls used more indirect strategies and men used more direct strategies most likely because of teacher and other influences on how the student thought they should learn. Going with this girls had better beliefs about language overall (including how important langue is, how hard it is to learn, etc.) for similar reasons. Interes...


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... can see how the cause of beliefs may be far different than one would assume from the situation. In Heath article one sees that though people jump to the conclusion that the non-traditional learning environment is inferior such as in Roadville and Trackton because they do not know how these belief formed and what they mean (Heath, 1982, p. 122). Yet, as Heath elaborates these beliefs have their own benefits and can help children learn in certain regards (Heath, 1982, p. 122). However, before one can come to this realization one must fully understand the beliefs which Tang research currently does not allow one to do this. By adding in this information the problem can be solved.
Looking at the article critiques and all, it makes great gains in looking at language education as a complex interaction between students’ and teacher’ expectations, experiences, and beliefs.

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