@article{oai:kindai.repo.nii.ac.jp:00013476,
 author = {下, 絵津子},
 issue = {2},
 journal = {近畿大学総合社会学部紀要：総社る, Applied Sociology Research Review KINKI UNIVERSITY : Social},
 month = {Jul},
 note = {[Abstract] The purposes of this paper are twofold: a) to discuss how previous researchers have explored teachers' beliefs in the field of second language education and b) to report the findings of a pilot survey conducted among Japanese university English teachers about their beliefs regarding Japanese learners of English at universities. First, I will review the definitions of teachers' beliefs and their roles in teaching practices. Teachers' beliefs can be a critical factor that makes a difference in the outcome of curriculum goals because of the potentially strong influences on individual teachers' instructional practices. Second, I will examine teachers' beliefs collected through a pilot questionnaire survey. Data were collected from six native English-speaking teachers (ETs) and eleven native Japanese-speaking teachers (JTs). The main purpose of the pilot study was to examine the questionnaire items for use in a larger-scale survey, and therefore a small group of teachers was selected. Despite its small scale, the survey revealed potential differences and similarities between ETs' and JT's beliefs about Japanese learners of English at universities in Japan: The findings indicated the possibility that the teachers share similar impressions of their students, but that their judgments and interpretations of the students' skills and attitudes toward learning English (i.e., motivations and preferences for class formats and activities) could be very different., 専攻: 英語教育学
第4巻第1号にて訂正: 39ページ右欄30～33行目（リポジトリ本文PDFには反映済）, application/pdf},
 pages = {31--48},
 title = {〈Article〉Teachers' Beliefs about English Learners at Universities in Japan: A Review of Previous Research and Findings from a Pilot Study},
 volume = {3},
 year = {2014},
 yomi = {シモ, エツコ}
}