How Languages are Learnt: Primary Children's Language Learning Beliefs
The findings of the study suggest that primary school children are considerably aware of their learning process and hold elaborated beliefs which influence both their behaviour in class and their choice of learning strategies.
Abstract
Language learners bring different ideas and preconceptions of the learning process to the classroom. These are referred to as language learning beliefs. This paper explores primary children's language learning beliefs, a field which has rarely been researched so far. It draws on a qualitative study on the learners' perspective in two primary EFL classes in Germany. Special tasks were designed to make children reflect on their language learning experiences. The data include classroom recordings, learner interviews and learner texts. The findings of the study suggest that primary school children are considerably aware of their learning process and hold elaborated beliefs which influence both their behaviour in class and their choice of learning strategies. Following the presentation of five different language learning beliefs identified in the data, results are discussed in terms of the need to include reflection of students' learning experiences and to account for different learning approaches in primary foreign language classes.