Pub Date : 2017-12-30DOI: 10.21742/AJEMR.2017.2.2.06
Sang-soo Kim
The purpose of this study is to examine the language learning beliefs of Korean teachers working in Korean language education institutions. This study used questionnaires based on Horwitz Beliefs about Language Learning Inventory (BALLI). The categories of beliefs held by BALLI are divided into aptitude for foreign language learning, difficulty of foreign language learning, essence of foreign language learning, foreign language learning and communication strategies, motivation and expectation for foreign language learning. 32 questionnaires were used to measure the alpha of Cronbach to measure the internal consistency reliability between the items. The Cronbach alpha coefficient for all items was found to be reliable at 0.762. Descriptive analysis was also conducted to examine the Korean language teachers' beliefs about language learning. This study quantitatively analyzed the differences of beliefs about language learning among Korean teachers of the university. Factors affecting the second language or foreign language teaching learning site may vary. The belief in the language learning that the teacher has can have a significant influence on the language learning of the foreign language learner, and can have a direct relation with the academic achievement or the continuing education. Therefore, it is necessary to clarify the beliefs about the language learning of the teachers so that the language teachers can have positive and correct beliefs about language learning and acquisition.
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