Previous Issues

2007 FROM THOUGHT TO ACTION: EXPLORING BELIEFS AND OUTCOMES IN THE FOREIGN LANGUAGE PROGRAM

 

Contents, acknowledgements, preface, contributors

Introduction

H. Jay Siskin

Articles

Why student beliefs about language learning matter: Issues in the development and implementation of the beliefs about language learning inventory

Elaine K. Horwitz

2
Teacher beliefs in second and foreign language teaching: A state-of-the-art review

Katy Arnett; Miles Turnbull

9
The impact of teachers' beliefs on implementing curricular changes

Linda Quinn Allen

30
Portrait of a teacher: Beliefs on feedback and revision in the foreign language classroom

Idoia Elola

48
Instructors' and administrators' beliefs within a Spanish LSP program

Ana M. Martinez; Cristina Sanz

67
Goals, beliefs, and outcomes of an elementary Japanese program: Implementation of chunk learning in the development of interpersonal communication ability

Naoko Taguchi; Yasufumi Iwasaki

92
False beginners' transition to college-level foreign language classes: Beliefs, expectations and cultures of learning

Nike Arnold

112
Persistance in foreign language study: An investigation of learners' beliefs

Claudia Fernández

135
Before and after 101: Change in learners' attitudes in the Italian as foreign language classroom

Robin Worth

155
TAs and grammar teaching: Beliefs, knowledge, and education

Stacey Katz; Johanna Watzinger-Tharp

188
Teacher self-efficacy of graduate teaching assistants of French

Nicole Mills; Heather Willis Allen

213
From thought to advising: Exploring academic advisers' beliefs about foreign language learning

Regina Roebuck; Lisa Wagner

236
Student evatuation and teacher assessment: How much is the course a reflection of the teacher?

John D. Sundquist; Colleen A. Neary-Sundquist

245