Beliefs about SLA

New Research Approaches

  • Paula Kalaja
  • Ana Maria Ferreira Barcelos

Part of the Educational Linguistics book series (EDUL, volume 2)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Key Issues in Research on Beliefs About SLA

    1. Front Matter
      Pages 5-5
    2. Ana Maria Ferreira Barcelos
      Pages 7-33
  3. New Approaches to doing Research on beliefs About SLA: Focus on Students

  4. New Approaches to doing Research on beliefs About SLA: Focus on Students and Teachers

    1. Front Matter
      Pages 129-129
    2. Hannele Dufva
      Pages 131-151
    3. Paula Kalaja, Ana Maria Ferreira Barcelos
      Pages 231-238
  5. Back Matter
    Pages 239-247

About this book


This edited collection of articles illustrates more recent work on beliefs about SLA, drawing on the thinking of (educational) philosophers and (discursive) psychologists, including Dewey, Bakhtin, Vygotsky, and Potter. The data for these reports have been collected by a variety of means, e.g., narratives, diary/journal entries, interviews, completion tasks, classroom observations, and subjected to a number of novel ways of analysis. The book puts past and present research into perspective by comparing and contrasting different approaches. Both beliefs from second/foreign language learners and teachers are subject of research. The contributions provide detailed accounts of starting points, definitions, methods of data collection and analysis, main findings and implications for further research.


English language language acquisition language classroom Language Learning second language Second language acquisition SLA

Editors and affiliations

  • Paula Kalaja
    • 1
  • Ana Maria Ferreira Barcelos
    • 2
  1. 1.University of JyväskyläFinland
  2. 2.Federal University of ViçosaBrazil

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media B.V. 2003
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-4750-3
  • Online ISBN 978-1-4020-4751-0
  • Series Print ISSN 1572-0292
  • Buy this book on publisher's site