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    Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context

    Zhong, Qunyan (Maggie)

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    ZHONG 2015.pdf (340.3Kb)
    Date
    2015-07-04
    Citation:
    Zhong, Q. (2015). Changes in two migrant learners' beliefs, learning strategy use and language achievements in a New Zealand context. System, 53, pp.107-118. doi:10.1016/j.system.2015.07.001
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3075
    Abstract
    Substantial amount of research regarding L2 learners’ beliefs has been conducted in recent years. However, less attention has been paid to the interactions among the three constructs: learners’ beliefs, learning strategies and language learning achievements. This longitudinal case study investigated changes in two Chinese migrant learners’ beliefs and learning strategy use, and gains in their achieved proficiency in New Zealand. Through the triangulation of various data sources, this study revealed both learners changed the beliefs they held to varying degrees. Common to both learners were changes in their beliefs about approaches to language learning from an initial analytical approach to a later more experiential one. In addition, a new belief about collaborative learning emerged after the learners had been exposed to new approaches to language teaching in New Zealand. Like beliefs, the learners’ strategies also evolved. Both learners started employing social strategies which they had not attempted in China. Although both learners’ language did improve, there was a noticeable variation in the extent to which their language proficiency was achieved. The results suggested the complex relationship between learners’ beliefs and learning strategies and challenged the linear relationship between the two variables as suggested by previous quantitative studies.
    Keywords:
    Chinese learners, learner autonomy, learner beliefs, ESL, second language acquisition (SLA), collaborative learning
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
    Copyright Holder:
    Elsevier

    Copyright Notice:
    © 2015 Elsevier Ltd. All rights reserved.
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Language Studies Journal Articles [20]

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