Students' Language Learning Beliefs, Proficiency, and L1-Dependence

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This paper focuses on the relationship between stated beliefs and language proficiency, and on factors underlying those stated beliefs. 220 first-year English-major students at a university in Japan responded to Sakui & Gaies' (1999) 45-item questionnaire on language learning beliefs developed to reflect Japan's dual English language teaching curriculum (traditional vs. communicative). Factor analysis of the results found four underlying factors, two of which reflect this duality. A significant difference was found in the responses of high- and low-proficiency learners on six items, of which five were concerned with L1-dependent strategies and L1 use in the classroom. Follow-up interviews about these five items revealed that high- and low-proficiency learners interpreted similar language-learning experiences in different ways, reaching differing conclusions about the nature of language learning. This study suggests that university EFL instructors in Japan may need to directly address the issue of over-dependence on the L1.
北海学園大学の論文