Definition of Beliefs Theoretical Review
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themselves, about the learning situation, and about the target community. For this reason, Horwitz 1988 clarifies
beliefs as “student opinions on a variety of issues and controversies related
to language learning” as well as Hosenfeld 1978 in Ellis 2008:698 consider belief as
‘mini theories’ of L2 learning, which is formed by language learner, and it shapes the way the students set about the learning tasks. It
means beliefs have more complete element than perception since it comes from the student itself and any other component surround the learning process, such the
learning atmosphere and about the target community Some researchers proposed that some beliefs are beneficial to learners while
others argue that some beliefs can lead to negative effects on language learning. For instance, Mantle-Bromley 1995 suggested that learners who have positive attitudes
and realistic language-related beliefs are more likely to behave in a more productive way in learning than those who have negative attitudes and mistaken beliefs.
Similarly, M ori 1999 claimed that positive beliefs can compensate for learners’
limited abilities. In contrast, Horwitz 1987 was concerned that some misconceptions or erroneous beliefs may undermine learners’ success in language learning. Those
claims strengthen the potency of beliefs for the success of language learning. “Although, learner beliefs may be regarded as a stable body of knowledge, they may
change over time ” Wenden, 1999. It means, though, the students beliefs are
negative at one time; still, it can be driven into the positive one. So, the classroom atmosphere should facilitate the students to have positive beliefs.
With the great potency of learner beliefs in language learning context, many studies on second language acquisition have been conducted for more than two
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decades in order to understand beliefs bring to class because this information may help to design language classes and curricular that accommodates learners’ beliefs. In
investigating learner beliefs, there are several elements that need be considered as the prominent one. This is based on the claim that beliefs consider as
“implicit theories” Clarck, 1988, “self-constructed representational systems” Rust, 1994 and general
assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching Victori
and Lockhart, 1995 in Bernat, 2007:1. Therefore, in conducting a study on students’
beliefs about language learning, it should examine the nature of language learning, i.e. a what learner hold as learner about language, b language skills, c language
learning, and d how they see their selves as a learner as well as the factors influencing language learning such as e self-esteem and f learning sources.