Pakistani Students' and Teachers' Beliefs about English Language Learning at School Level: An Analytical Study

Abstract

Beliefs whether they are of the learner or the teacher are very crucial in language learning. For the learner they are important in defining his behavior towards learning and for teachers they delineate the ways of teaching. A possible conformity or clash in the beliefs of the two can have an important effect on overall learning process and outcomes. This study seeks to document Pakistani teachers' and students' beliefs regarding learning and teaching English at school level and find out the possible similarities and differences among them. Data was collected through a closed questionnaire and interviews. The framework developed by Lightbown & Spada (1993) was used for the questionnaire and the same was reworded for interviews. The results indicate that beliefs regarding learning English held by teachers and students match in four respects, while differ in six categories. The study finally looks at what implications these beliefs have for teaching English in Pakistani schools.

Keywords: Beliefs, Language Learning, English Language Teaching in Pakistan.