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ESL TRAINING TO ESL TEACHING : A STUDY ON THE LANGUAGE LEARNING BELIEFS OF PRE SERVICE TEACHER TRAINEES IN A TEACHER EDUCATION PROGRAMME(Abstrak)

ESL TRAINING TO ESL TEACHING : A STUDY ON THE LANGUAGE LEARNING BELIEFS OF PRE SERVICE TEACHER TRAINEES IN A TEACHER EDUCATION PROGRAMME

 

Shubashini Suppiah

 

ABSTRACT

 

This paper contributes to the ongoing debate concerning the malleable or resistant nature of beliefs particularly language learning beliefs. Research has repeatedly indicated that pre service teacher trainees’ enter their training programmes with well established beliefs about language and teaching (Freeman,1992; Kagan,1992). Pre service teacher trainees’ majoring in different subject matters other than languages enter their training programmes with different beliefs on how languages are learnt. The subjects of this study are a group of non-TESL option pre service teacher trainees’ with majors in Mathematics and Science and a minor elective in ESL. Upon completion of the four-semester elective ESL course, they would be placed in a twelve-week practicum stint to teach English in primary schools. Horwitz’s thirty-four item Beliefs about Language Learning Inventory(BALLI) was used to investigate the initial language learning beliefs of the trainees’ at the beginning of the ESL course. The same instrument was used to examine any changes in the beliefs at the end of the course specifically at the end of the twelve-week practicum. Data analysis using frequency statistics revealed that at the exception of some change in three out of the thirty four items, most of the beliefs had remained stable in the course of training.

 

Key words : belief change, language learning, pre service teacher trainees, non- TESL option.