Problem Identification Problem Limitation

Richardson in Bernat, 2005, and said as strong filters of reality Arnold in Bernat, 2005. Belief can then be simply defined as our state of the mind or our thoughts or our representation of our interpretation of reality; deeper than merely thought, however, belief possesses causal role to the believers behaviors Arnold in Bernat, 2005. Belief, then, involves one‟s past ones previous experiences, present the currently- held-belief and future. Cotterall 1995 identifies six major belief dimensions based on learner s‟ responses to her questionnaire as; the role of the teachers, the role of feedback, learner independence, learner confidence in study ability, experience of language learning, approach to studying. He also adds that the beliefs and attitudes the learners hold have an important influence on their learning behavior. They may either contribute to or impede the development of learning process Cotterall 1995. Similarly, Peacock 2001, claims that some beliefs may be facilitative or det rimental to language learning. Beliefs about one‟s own motivation and values of English learning, ability, and learning and communication strategies can be seen as facilitative beliefs. Within the BALLI framework, some beliefs about foreign language aptitude, the role of vocabulary and grammar, self-efficacy in speaking English can be detrimental to learners‟ language learning. Thus, it is important to understand learner beliefs because successful learners develop insightful beliefs about language learning processes and their own abilities, which have a facilitative effect on learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Horwitz referred to “beliefs” using the terms such as preconceptions, preconceived ideas, and preconceived notions. According to Horwitz 1988, there were five main types of beliefs of foreign language learners as suggested in Horwitzs Beliefs about Language Learning Inventory which are The difficulty of second language learning in general and the difficulty of learning the target language, The role of language aptitude, The nature of language learning, Learning and communication strategies, Motivation and expectations.

b. Belief Formation

socio-cultural Psychology and Cognitive offers each personal approach concerning the question of how actually belief is formed. In line to their first claim, the cognitive considers belief as well-organized schema network of connected ideas- and belief formation is, therefore, an individual autonomous act. Each belief, later, bears the mark of the individual Gabillon, 2005. Those belong to this side do not take into account the context where belief is constructed. Standing against this view is the socialists which claim that belief is constructed in the social context. It would be inconsistent to talk about belief without referring to the context in which they are shaped Gabillon, 2005. However, in the field of language learning particularly, the two stances have come into agreement that actually the two are justifiable and complementary, as what Castellotti and Moore in Gabillon, 2005: 240 stress that there are the social nature of language learners representations representations are constructed and shaped through PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI