Beliefs in Second Language Acquisition: Learner

Abstract

Abstract Second‐ and foreign‐language learners of all ages, from young children to teenagers and adults, have beliefs about language learning. This is true whether learning takes place in formal contexts such as regular English as a foreign language (EFL) classrooms and immersion programs or informal contexts such as home and workplace. Teachers also have beliefs about teaching and learning processes. It is important to understand how learners' beliefs relate to (a) their approaches to learning languages, including use of learning strategies; (b) their background characteristics, such as language learning anxiety; (c) the approaches, methods, or techniques their teachers use in the classroom; and (d) the possible conflicts arising from the differences in learners' beliefs and those of their teachers.

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