| Abstract: | Abstract
Education is a lifelong learning process which takes effort and great dedication. Learning a foreign or a second language is also a part of this process. English, as an international and global language is either studied as a foreign language, or as a second language. In Macedonia, English is studied as a FL. Furthermore, from its founding in 2001, the South East European University has a clear-cut policy: every student, regardless the field of study, must take English classes which are part of the studies. Classes are organized in several levels, starting from beginners to advanced and ESP. Learning English as a foreign language may result with great success, nevertheless, the failure is not an exception either. In addition, often the success of the students depends and is affected by their beliefs and attitudes they hold about the language. Language Learning Beliefs are formed before or during the process of language learning. They may be shaped by their previous learning experiences in other foreign languages or their general educational experience, their assumptions about the difficulty of the language, the bias or prejudices about English or English speaking countries as to mention some. Furthermore, in case when they hold positive beliefs, students will find the language learning easy, as they use appropriate learning strategies and techniques. However, in case of negative language learning beliefs, they will find it difficult, as a result it will hinder their process of language learning. Therefore, with this research we will try to investigate the data taken from two different levels (beginner and advanced), compare, contrast, and analyze the results about the existing beliefs that students hold about English as a foreign language. The focus of this research will be on language learning and the learner (the students) ir the center of the language learning process with the existing beliefs. In cases when language learning is a learner-centered one, the personality of the learner is very important, as the beliefs, attitudes, strategies and techniques they create in their brain, and use, affect their owr success. The results of the study show that positive and negative beliefs exist among the students, and between the 2 groups of participants. Both of these beliefs have a great impact ir the learning process, in a positive, respectively a negative way. Some beliefs hinder, yet, other: strengthen the learning process. There were also found opposite and common beliefs that th< participants have about English as a foreign language. Nevertheless, there were not detectec different beliefs between female and male students learning and/or studying English at SEI University.
Abstrakt
Arsimi eshte nje proces i perjetshem i te mesuarit, i cili kerkon mund dhe perkushtim. Te mesuarit e nje gjuhe te huaj apo te dyte, eshte gjithashtu pjese e ketij procesi. Gjuha angleze, si nje gjuhe nderkombetare dhe globale mesohet ose si gjuhe e huaj ose si gjuhe e dyte. Ne Maqedoni, gjuha angleze mesohet si gjuhe e huaj. Per me teper, qe nga themelimi i tij, ne vitin 2001, Universiteti i Evropes Juglindore ka nje rregull fikse: Cdo student, pamarre parasysh fushen e studimit, duhet patjeter te ndjek ligjerata te gjuhes angleze qe jane pjese e studimeve. Ligjeratat organizohen ne nivele te ndryshme, duke filluar nga niveli fillestar deri tek i avancuar dhe ESP - anglishtja per qellime specifike. Te mesuarit e gjuhes angleze si gjuhe e huaj mund te rezultoje me sukses te shkelqyer, por as deshtimi nuk perjashtohet. Vec, kesaj, shpesh suksesi i studenteve dhe nxenesve eshte i mvarur dhe i ndikuar nga pikepamjet dhe qendrimet qe ata kane per gjuhen. Ke'to pikepamje formohen para ose gjate procesit te te mesuarit e gjuhes. Ata, nde'r te tjerash, formohen duke u bazuar nga pervojat e meparshme te gjuheve te tjera te huaja apo pervoja e pergjithshme arsimore; nga supozimet e tyre per veshtiresine e gjuhes; paragjykimet per gjuhen angleze apo vendet anglishtfolese. Prandaj, ne rastet kur ata kanepikepamje pozitive, studentet do e mesojne gjuhen me lehtesi, pasi qe ata perdorin strategji dhe teknika te pershtatshme. Megjithate, ne raste kur ata kanepikepamje negative, gjuha do ju duket e veshtire per ta me'suar, dhe si rezultat, kjo do ta pengoje procesin e te mesuarit te gjuhes. Perqendrimi i ketij studimi do te jete ne te mesuarit (por jo te nxenurit) e gjuhes anglezc dhe studentet ne qender te ketij procesi me pikepamjet e tyre ekzistuese. Ne rastet kur te mesuarit e gjuhes ka ne fokus nxenesin, personaliteti i nxenesit eshte shume i rendesishem pasi qe pikepamjet, qendrimet, strategjite dhe teknikat qe ata vete i formojnene trurin e tyre dhe i perdorin gjate te mesuarit, ndikojne ne vet suksesin e tyre. Rezultatet e ketij studimi treguan se ekzistojne edhe pikepamje pozitive edhe negativi ne pergjithesi ne mes te studenteve, dhe ne vecanti, ne mes te 2 grupeve (niveleve) t> pjesmaresve te ketij studimi. Te dy llojet e pikepamjeve kane ndikim pozitiv, perkatesish negativ, Disa pikepamje e pengojne, ndersa te tjera e perforcojne procesin e te mesuarit t gjuhes angleze. Gjithashtu, u zbuluan pikepamje te kunderta dhe te perbashketa qe pjesmaresit e ket studimi kane per gjuhen angleze. Megjithate, nuk u gjete'n pikepamje te ndryshme ne me studenteve femra dhe atyre meshkuj te cile't mesojne, dhe/apo studijojne Anglisht n Universitetin e Evropes Juglindore. |
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Beliefs about language learning: A comparison between beginner and advanced level students learning English at South East European University / Enisa Ademi
