Advanced EFL Learners' Beliefs about Language Learning and Teaching: A Comparison Between Grammar, Pronunciation, and Vocabulary

Ellen Simon · Miriam Taverniers

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

This paper reports on the results of a study exploring learners' beliefs on the learning and teaching of English grammar, pronunciation, and vocabulary at tertiary level. While the importance of learners' beliefs on the acquisition process is generally recognized, few studies have focused on and compared learners' views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners' views on grammar, pronunciation, and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners' language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching.

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1991Teaching English as a second or foreign language 1998Focus on form in classroom second language acquisition 2004Likert scales: how to (ab)use them 2001The Phonology of English as an International Language 1990Learner Strategies in Language Learning 2007Ten Common Misunderstandings, Misconceptions, Persistent Myths and Urban Legends about Likert Scales and Likert Response Formats and their Antidotes 1988The Beliefs about Language Learning of Beginning University Foreign Language Students 1998Metacognitive Knowledge and Language Learning1

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