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A study of college English instructo...

Ho Chen, Wan-Mei.

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A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China./
作者:	Ho Chen, Wan-Mei.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2860.
Contained By:	Dissertation Abstracts International59-08A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9902408
ISBN:	9780591996210

A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China.
Ho Chen, Wan-Mei.

A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China. - 158 p.

Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2860.

Thesis (Ed.D.)--University of Northern Colorado, 1998.

The purpose of this research study was to explore and examine college English instructors' and sixth/seventh grade English teachers' beliefs and strategies used in learning a foreign language in Taiwan. Specifically, this study examined the 11 subscales of Oxford's (1989) Strategy Inventory for Language Learning (SILL) and Horwitz's (1987) Beliefs About Language Learning Inventory (BALLI) survey. A questionnaire combining these two inventories was used for this study.

ISBN: 9780591996210Subjects--Topical Terms:

641385
Elementary education.

A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China.
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245 1 2 $a A study of college English instructors' and sixth/seventh grade English teachers' beliefs about language learning and learning strategies to learn English as a Foreign Language in Taiwan, Republic of China.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2860.
502 $a Thesis (Ed.D.)--University of Northern Colorado, 1998.
520 $a The purpose of this research study was to explore and examine college English instructors' and sixth/seventh grade English teachers' beliefs and strategies used in learning a foreign language in Taiwan. Specifically, this study examined the 11 subscales of Oxford's (1989) Strategy Inventory for Language Learning (SILL) and Horwitz's (1987) Beliefs About Language Learning Inventory (BALLI) survey. A questionnaire combining these two inventories was used for this study.
520 $a The sample for this study consisted of 59 college English instructors and 175 sixth and seventh grade English teachers in Taiwan.
520 $a The data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA) to determine if there were significant differences between the beliefs held by college instructors and sixth/seventh grade English teachers about language learning and the learning strategies used by good language learners. Descriptive statistics indicated the frequency, mean, and standard deviation of the items in the questionnaire. Overall level of significance was set at.05.
520 $a Based on the findings, major conclusions were the following: (1) Memory and affective strategy use showed significant differences between the two groups. (2) The Nature of Language Learning subscales showed significant differences according to job differences. (3) On the whole, college English instructors had a better understanding of language learning than did inservice teachers. (4) Neither group (college English instructors nor inservice English teachers) had high expectations that all of their students would learn English well. (5) Studying abroad experience proved to be a significant factor associated with the differences in beliefs about language learning and learning strategies for learning English as a foreign language.
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