Teachers’ Perceptions of Second Language Learning and Teaching – A Comparison of Two Groups of English Teachers
Author
Summary, in English
Abstract
The study of teachers and students’ perceptions of second language acquisition (SLA) and teaching began in earnest with Horwitz’s seminal research during the 1980s. Numerous studies into both teachers and learners’ belief systems have since then been conducted by researchers and educators (Bell, 2005; Borg & Burns, 2008; Brown, 2009; Davis, 2003; Horwitz, 1987, 1988; Lasagabaster & Sierra, 2009; Matsuura, Chiba, & Hilderbrandt, 2001; Peacock, 1999; Schulz, 1996, 2001; Vasquez & Harvey, 2010). Many of the studies point to large differences not only between students and teachers’ belief systems but also amongst teachers themselves, making it important to continue to research their perceptions of second language learning and teaching.
This particular essay explores two groups of teachers, teaching in Europe, and their beliefs about SLA and teaching. The data were collected using a 16-item 4-point Likert-scale questionnaire that 24 teachers responded to. Based on current research about SLA and teaching, various points of interests such as age, the role of grammar, and learning an L1 versus an L2, were identified for inclusion in the questionnaire. The results are examined overall as well as being compared between the two groups. Furthermore, the present study also investigates how the results are linked to that of current knowledge about language learning and teaching based on SLA research. The findings show that the teachers, overall, are often aware of the current knowledge about SLA and teaching but in some instances they hold opposing views. Moreover, the results also show that there are differences between the two groups in areas such as grammar teaching and error correction.
The study of teachers and students’ perceptions of second language acquisition (SLA) and teaching began in earnest with Horwitz’s seminal research during the 1980s. Numerous studies into both teachers and learners’ belief systems have since then been conducted by researchers and educators (Bell, 2005; Borg & Burns, 2008; Brown, 2009; Davis, 2003; Horwitz, 1987, 1988; Lasagabaster & Sierra, 2009; Matsuura, Chiba, & Hilderbrandt, 2001; Peacock, 1999; Schulz, 1996, 2001; Vasquez & Harvey, 2010). Many of the studies point to large differences not only between students and teachers’ belief systems but also amongst teachers themselves, making it important to continue to research their perceptions of second language learning and teaching.
This particular essay explores two groups of teachers, teaching in Europe, and their beliefs about SLA and teaching. The data were collected using a 16-item 4-point Likert-scale questionnaire that 24 teachers responded to. Based on current research about SLA and teaching, various points of interests such as age, the role of grammar, and learning an L1 versus an L2, were identified for inclusion in the questionnaire. The results are examined overall as well as being compared between the two groups. Furthermore, the present study also investigates how the results are linked to that of current knowledge about language learning and teaching based on SLA research. The findings show that the teachers, overall, are often aware of the current knowledge about SLA and teaching but in some instances they hold opposing views. Moreover, the results also show that there are differences between the two groups in areas such as grammar teaching and error correction.
Department/s
Publishing year
2014
Language
English
Full text
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Document type
Student publication for Master's degree (one year)
Topic
- Languages and Literatures
Keywords
- second language learning
- second language teaching
- teacher attitudes
- teacher beliefs
Supervisor
- Francis Hult (Docent)