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摘要：Using data from a multisited ethnography of Ecuadorian transnational musicians, I applied Lave and Wenger's (1991) concept of legitimate peripheral participation and Jacoby and Ochs's (1995) notion of co-construction to examine two musicians attempts to learn Quichua, an Ecuadorian indigenous language. Through an analysis aided by constructivist grounded theory (Charmaz, 2006), I found that co-constructed notions of language beliefs, ethnic identity, and community perspectives led to perceptions of these individuals as legitimate or nonlegitimate learners of Quichua. These co-constructions played a role in a successful acquisition of Quichua for one individual, for whom Quichua was a heritage language, and a failure to succeed by the other. The results of this article enrich discussions on maintenance of threatened languages and add to the ongoing debate in second language acquisition on the importance of cognitive/individual versus social/external factors in language learning. Adapted from the source document

摘要：This article looks at issues surrounding learner self-assessment and studies into teacher beliefs. It then goes on to present the findings of a study designed to explore teacher attitudes, beliefs, and behaviour with regard to learner self-assessment during the implementation of a revision of assessment procedures for teens aged 14-16 years. Quantitative and qualitative methods were used to discover what teachers understood by self-assessment and in what ways, if any, they had implemented this. The relationship between attitudes, beliefs, and practices was explored and some specific factors responsible for facilitating or obstructing implementation were identified. Data analysis produced significant findings that support those of other studies related to curricular innovation and more particularly the implementation of learner-centred approaches to assessment. Adapted from the source document

摘要：The present study examined how American learners of French perceived the influence of instruction on their existing stereotypes about the French people to determine the effects of these stereotypes on their language learning and cultural openness. During a semester, 22 undergraduate students, all native English speakers enrolled in 4 sections of first-semester French at a large Midwestern university were interviewed 3 times via Instant Messenger. The data analysis revealed that, for some participants, the information received during instruction was selectively interpreted (Barna, 1998; Bennett, 1998) through the lenses of beliefs and images present in their habitus (Bourdieu, 1982), with as a result the reinforcement of preexisting stereotypes and impressions. This article focuses on 3 participants who, at some point during the semester, identified a stereotype about the French people and how they believed their instructor or the instructional material participated in its reinforcement. Adapted from the source document

摘要：The relationship between teachers' beliefs and practices is generally understood to be a complex one. In recent years the topic of language teachers' beliefs has attracted considerable research interest, mostly in the form of case studies of teachers in particular contexts. A number of such studies focus in part on the relationship between beliefs and practices. Arguing the need to develop the research agenda beyond case studies, this paper reports an interpretive review of a set of studies to explore potential factors (context, teacher experience and planning) in this relationship. The review found that context and constraints appeared to mediate the relationship across situations, and that correspondences between stated beliefs and practices were reported mainly in situations involving experienced teachers and planned aspects of teaching. In light of these findings, areas for further research are suggested. [Copyright Elsevier Ltd.]

摘要：This empirical study investigates the beliefs of teachers and students regarding strategies for learning and teaching Chinese tones, which constitute a crucial feature of the spoken language and often cause problems for learners. Two online questionnaires that listed 11 Chinese tone learning strategies and 7 tone teaching strategies were administered to 60 Chinese as a Foreign Language (CFL) students and 15 CFL teachers in the UK Higher Education sector to examine the links (if any) between reported use of strategies, belief about their effectiveness, and proficiency levels. The results showed that the strategy use reported by teachers and students in this study corresponded with their beliefs regarding the effectiveness of the strategies. However, it was also found that teachers and students generally held different beliefs about the effectiveness of the strategies and that proficiency levels can influence the beliefs of teachers and students. [Copyright Elsevier Ltd.]

摘要：From the argument that in languaging worlds are created (Aragao, 2005; Kalaja, 1995, 2003; Maturana and Varela, 2001; Nunez, 1997), this article aims at reflecting about the relationship between emotions and beliefs in foreign language learning. It is argued that beliefs and emotions in language learning/teaching are inter-related and can be observed in the way students conceive their classroom environment as they disclose feelings and core beliefs about themselves as students of English as a Foreign Language. Framed by the concepts of languaging, emotions and beliefs in a contextual and discursive approach, results of a qualitative study are presented in which data comes from narrative research documents and visual representations of students shedding light on the historical and situated interplay of beliefs and emotions. [Copyright Elsevier Ltd.]

摘要：This qualitative longitudinal study examines the impact of an intensive eight-week in-service teacher education programme in the UK on the beliefs of six English language teachers. Drawing on a substantial database of semi-structured interviews, coursework and tutor feedback, the study suggests that the programme had a considerable, if variable, impact on the teachers' beliefs. The course allowed teachers to think more explicitly about, become aware of, and articulate their beliefs, to extend and consolidate beliefs they were initially -- and sometimes tacitly -- positively disposed to, and to focus on ways of developing classroom practices which reflected their beliefs. Teachers also experienced shifts in prior beliefs they held about aspects of language teaching and learning. Nonetheless, despite this evidence of impact, the data also suggest that the in-service course studied here could have engaged teachers in a more productive and sustained examination of their beliefs. Several factors relevant to such engagement are analyzed and recommendations for enhancing the impact of in-service teacher education on language teachers' beliefs are made. [Copyright Elsevier Ltd.]

摘要：Departing from the view that learner beliefs are mental traits and in keeping with the discursive turn in SLA (Kalaja, 1995, 2003; Young, 2009), I argue that SLA learner beliefs research can be advanced through the use of two constructs -- language ideology and positioning -- that originate from linguistic anthropology and discursive psychology, respectively. Applying these two constructs to a year-long ethnographic case study based in a Singapore secondary school, I investigate how the language ideologies and positioning of a 16-year old immigrant ESL learner from China ultimately impacted her language learning outcomes. To illustrate this, I draw on audio-taped interview and video-taped interaction data involving her. This study supports the view that a contextual approach to examining learner beliefs affords a refined understanding of beliefs through an emic perspective. [Copyright Elsevier Ltd.]

摘要：This paper aims at contributing to a fuller understanding of the nature and potential dynamism of self-concept in the foreign language learning domain. Data were generated in a single, three-year longitudinal case study using journals and in-depth interviews. The data were then analysed using a Grounded Theory approach in which the analysis attempted to remain close to the data without imposing any preconceived frameworks on them. The findings illustrate how self-concept is perhaps best conceived of as a complex, multilayered, multidimensional network of interrelated self-beliefs. It was shown how self-beliefs can be differently situational in nature and a learner can hold seemingly contradictory self-beliefs. In terms of dynamism, the findings show how this learner's self-beliefs can at once be dynamic and also relatively stable, depending on the types of beliefs and forms of change investigated. The findings are discussed in light of complexity thinking and the potential of conceptualising and researching beliefs, especially self-beliefs, from such a perspective are considered. The article ends by outlining some of the challenges facing future research. [Copyright Elsevier Ltd.]

摘要：Based on qualitative data, the current study explored how the knowledge and beliefs of two EFL professionals shaped their corrective feedback practices. The two teachers teaching in Japan had in common two main agendas that they kept in mind as they provided or opted not to provide corrective feedback. They aimed to teach the language and to instill values-such as confidence, independence, and the ability to communicate reasonably well-that they felt were undervalued in the specific cultural context in which they taught. The present study highlights the need to expand the scope of corrective feedback research, introducing social, cultural, personal, and experiential factors that have been hitherto strictly excluded from research designs, and incorporating all goals that teachers are trying to achieve as they error correct. It also suggests that the inclusion of teachers' perceived classroom reality-how teachers conceptualize corrective feedback and how they learn and practice it on a daily basis-in theory construction may lead to new research programs and eventually contribute to a deeper understanding of second language learning and teaching processes. [Copyright Elsevier Ltd.]

摘要：Employing the principles of a contextual approach to learner belief research and applying it to a self-directed learning context at a Japanese university, this longitudinal study investigates the complex interplay between beliefs and actions and its contribution to the development of language learning skills. Through the triangulation of various qualitative data sources, including language learning histories and reflective accounts of students' self-directed learning actions, with detailed documentation of these actions, we demonstrate the differing belief trajectories of two learners, and the role interaction played in the emergence, appropriation and refinement of their beliefs. In illuminating the important role that action plays in this belief development, this paper further problematises the validity of research which depends primarily on learner belief statements and suggests that future research on beliefs would benefit from in-depth examination of behaviour. It is argued that only through centralising the role of action that researchers will be able to gain a more precise understanding of the true nature of a learner's beliefs. [Copyright Elsevier Ltd.]

摘要：The present article presents an understanding of beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. The proposals I develop here, emerging from a contextual understanding of development, aim to help us reconsider in pedagogical terms the specific relationships between beliefs and actions and the nature of beliefs as dialectical language-mediated consciousness. Understanding beliefs as dialectical conceptualizations calls for rethinking teaching and learning as a developmental activity. It also illuminates a specific research methodology, semiogenesis, which captures the orienting power of beliefs as conceptualizing activity in the classroom. To illustrate a conceptual approach to beliefs as sociocultural tools of the mind, three basic examples of a conceptual task for in-service teachers are discussed. [Copyright Elsevier Ltd.]

摘要：This paper discusses issues related to language beliefs held by teachers and students of English in China; namely, the status of English, the learners' expectations of English and the focus of English teaching and learning in China. These beliefs are examined in the context of globalization and China's ever-deepening integration into the global economy, in particular, during the period when China hosted the Beijing Olympic Games in 2008. Both questionnaire and interview data will be presented and these databases highlight the prevalence of the belief that English is an international and global language in contrast to Chinese. Belief in the instrumental value of English, both to the country and to the individual, is also found to be common among research participants. Nevertheless, the emphasis on the learning and teaching of English is still found to be examination oriented, which may be an obstacle to the development of the students' communication skills in English. [Copyright Elsevier Ltd.]

摘要：Drawing on an ecological perspective, this paper reports on an investigation into the changes in one first-year college student's beliefs about English teaching and learning since his enrollment. These changes in beliefs are part of the empirical findings of a multiple-case study conducted in the Chinese EFL context. Semi-structured interviews, classroom observations, and learning journals were used to collect data over a period of seven months. Qualitative content analysis with the assistance of the NVivo software was applied to data analysis. The findings revealed substantive changes in this participant's belief systems, mediated by classroom affordances across different situations. This inquiry emphasizes that learners' transition from high school to tertiary study is a critical period, during which their beliefs about second language learning are subject to contextual mediation. The in-depth findings of this inquiry indicate the potential for adopting an ecological theoretical framework to explore the emergent, dynamic, and context-responsive nature of learner beliefs. [Copyright Elsevier Ltd.]

摘要：The paper reports on a study about how a group of Chinese university teachers and two groups of their English major students used personal 'teacher' metaphors via a metaphor prompt "An English teacher is...because..." to represent their beliefs relating to EFL teachers' roles. Data sources also included follow-up individual interviews. The primary aims of the study were (a) to examine the effects of metaphor analysis concerning beliefs about classroom teachers' roles between teachers and students, including comparing accounts by students at different levels of English proficiency and (b) to establish whether the use of metaphor analysis involving teachers and students with a degree of interaction between them leads to behavioural change, particularly change in teaching practices. The results identified mismatches regarding the interpretations of the teachers' roles both between students and teachers and between student groups at different levels of English proficiency. Metaphor functioned as a powerful cognitive tool in gaining insight into students' and teachers' beliefs. Also, engaging in an interaction involving 'teacher' metaphors between students and teachers worked reasonably well in resolving the belief conflicts across the two groups and led to willingness for changes in teaching practice by most teachers. [Copyright Elsevier Ltd.]

摘要：The interconnected conceptual areas of teacher knowledge and teacher beliefs (included by some authors under the rubric of teacher cognition) have been debated in the field of language education intensively for the last two decades, during which time the terminology used in the discussions has been interpreted in a variety of different ways. However, there have been limited attempts to study the way in which teacher knowledge and beliefs develop in specific cases of language teaching methodology: one area of that has not been studied is that of knowledge/beliefs of communicativeness in language teaching. This paper argues that the conceptual area referred to by the above term is multi-dimensional and dynamic. It first develops a framework which focuses specifically on two of these dimensions, a personal-impersonal dimension, and a theoretical-practical dimension. It then examines the interaction between these two dimensions in the specific case of the knowledge of communicative language teaching of six Turkish teachers of English, using the term "understandings" to refer to this dynamic phenomenon. [Copyright Elsevier Ltd.]

摘要：Framed in Vygotsky's sociocultural theory (SCT) of mind, this paper explores second language (L2) learning beliefs in study-abroad (SA) contexts. Previous research on learner beliefs has relied mostly on survey methods, while regarding belief as a static, internal representation of experience that is resistant to change. Due to the concern regarding the prevalence of a cognitive orientation, this qualitative research examines two L2 learners' belief changes and their impact on motivated L2 behaviors from an SCT perspective. The data were collected mainly through pre- and post-SA interviews and monthly-collected journals with other triangulating methods such as L2 learning autobiographies and stimulated recall tasks. The findings suggest that 1) a learner's L2 beliefs are constantly evolving in accordance with his or her goals and SA experiences, and 2) the learner's L2 belief changes capture a remediation process that leads to qualitatively different L2 learning actions. This paper challenges the common assumption that L2-rich exposure through SA is the optimal way to improve L2 proficiency. Rather, it shows that the learner's internalized L2 beliefs aligned with meaningful L2 environments can exert crucial influences on the success of SA learning. [Copyright Elsevier Ltd.]

摘要：Over their careers teachers tacitly construct and reconstruct a conceptual sense of who they are (their self-image) and what they do (their professional role identity). Teacher role identity includes teacher beliefs, values, and emotions about many aspects of teaching and being a teacher. Reflecting on teacher role identity allows language educators a useful lens into the "who" of teaching and how teachers construct and reconstruct their views of their roles as language teachers and themselves in relation to their peers and their context. This paper reports on the professional role identity of three experienced ESL College teachers in Canada as communicated in regular group meetings. A total of 16 main role identities were identified and divided into three major role identity clusters of teacher as manager, teacher as professional, and teacher as 'acculturator', the last of which may be somewhat unique to ESL teachers. [Copyright Elsevier Ltd.]

摘要：In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language-learning motivation. We compared our findings with previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language-learning motivation, which consists of goal systems, attitudes, self-efficacy beliefs, and future self-guides. Adapted from the source document