The Significance of Language Input in the Production of Output Skills : A Qualitative Content Analysis on the Beliefs of Students of English
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The topic of the thesis focuses on university students’ beliefs on the significance of language
input in the production of L2 English output skills. It aims to investigate participants’ beliefs
on how they have received extensive input from formal and informal settings and how their
accessed sources of written and spoken input are significant and useful for their L2 English
writing and speaking. The total number of participants is 48. The present study utilizes a
questionnaire with open-ended questions as a data collection method. Qualitative content
analysis is applied as the method for data analysis, which also involves coding of
participants’ responses. According to the results of the present study, participants had strong
beliefs that receiving extensive input was preferable in informal settings both in terms of L2
writing and speaking. Participants also believe that sources of written (e.g. books, online
texts) and spoken input (e.g. TV, music, and YouTube videos) were significant and useful for
increasing their intrinsic motivation, improving output skills and raising awareness of how
English is used and adapted in different contexts. The study managed to provide sufficient
results on the significance of language input from the student belief perspective, however,
there is uncertainty whether the findings can reflect the reality on a larger scale, indicating
possible future directions to this topic.