Primera etapa Determinación de necesidades de aprendizaje de los

Our study has been an initial attempt at exploring the beliefs of two age groups of EFL learners about vocabulary learning and teaching. It is evident that learners come to class with opinions, conceptions and representations and although the concept of learner differences has been around for some time, the systematic analysis of learner beliefs is still uncommon.

Despite the age difference, we found that there were many similarities among the responses given by the two groups of learners. It may, therefore, be assumed that some of these beliefs might have been socially construed. For instance, the perception of the role of aptitude in vocabulary acquisition is a case in point. As teachers we need to consider the impact that, for example, a negative self-concept could have on students‘ approach to learning. It would be interesting to investigate whether these inhibiting beliefs can be restructured through the intervention of the teacher.

This study intended to raise awareness of the role that learner beliefs play since we firmly believe that

[i]dentification of these beliefs and reflection on their potential impact on language learning and teaching in general, as well as in more specific areas such as the learners' expectations and strategies used, can inform future syllabus design and teacher practice in the course (Bernat & Gvozdenko, 2005, p. nd).

In Barcelos‘ view (2008) discussions about second language acquisition could be integrated into teaching activities in the class so that students may be afforded an opportunity to not only reflect on their beliefs but also analyse any social restraints that may be inhibiting their potential for learning.

147 Future studies could explore the relationship between beliefs and other individual learner factors. A longitudinal study could also examine the stability or fluctuation of learner beliefs and more specifically whether these could be restructured by teachers‘ intervention.

Notes

1. For an analysis of this external factor see Lopez Barrios, M. & E. Villanueva de Debat (in press). El desarrollo del léxico: Análisis de factores internos y externos que influyen en el aprendizaje. In XV Jornadas y II Congreso Latinoamericano de Enseñanza de Lenguas Extranjeras en el Nivel Superior ―Lenguas y culturas: Desafíos actuales de la diversidad y de la integración‖ Universidad Nacional de Córdoba. November 12 -14, 2015.

Reference

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Barcelos, A. M. F. (2008). Researching beliefs about SLA: a critical review.In P. Kalaja & A. M. F.Barcelos (Eds.). Beliefs about SLA: New research approaches 7−33.

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149 Appendix 1

1. How important is vocabulary in the lesson you attend?

Very important – Quite important – Not very important – A little important – Not important at all

2. Do you think learning vocabulary depends on the learner‘s aptitude? Totally agree – Agree – Partly agree – Disagree

3. How important is it to have a good mastery of vocabulary in order to communicate effectively?

Very important – Important – Not very important – A little important – Not important at all 4. In order to communicate in English, which is the most important aspect?

Vocabulary – Grammar – Both

5. Do you think that vocabulary mistakes hinder effective communication? Yes – No – Not sure

6. How important is it to do vocabulary exercises in order to learn vocabulary?

Very important – Important – Not very important – A little important – Not important at all 7. How difficult is it for you to learn new words in English?

150

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The CLIL road from planning to assessment: Case studies