Crenças sobre aprendizagem de línguas em uma perspectiva Cognitivo comportamental.

Abstract

Applied Linguistics (hereinafter LA) has come to see the language learner increasingly as a complex being, endowed with identity, self-image, emotions, behaviors and beliefs. Therefore, several authors see beliefs not only as individual characteristics capable of influencing a student's learning process, but also as multiple possibilities for investigating the language learning process. Unlike beliefs about language learning, which are beliefs about what language is about, what language learning is, and about general aspects concerning language and learning, the Cognitive-Behavioral Model places beliefs in a hierarchical perspective, where beliefs have different levels of depth, as well as the ability to influence the emergence of new ones. Therefore, this work has as general objective to analyze how the particular context of the learner can influence beliefs about language learning, through the Cognitive - Behavioral Model. And as specific objectives: 1. Evidencing the way in which beliefs about language learning can act in the role of “intermediate beliefs” and 2. Evidencing the way in which beliefs about language learning can act in the role of “automatic thoughts”. This work is characterized as a research with a qualitative approach, carried out through the bibliographic method and has as a theoretical framework the postulates of Barcelos (2001, 2004, 2006, 2007), Leffa (1991), Carvalho (2000), Silva (2001); Mastrella (2002), Judith Beck (2013), Aaron Beck et al. (1997), among others. The results showed that, from a cognitive-behavioral perspective, the particular context of the learner, that is, their preexisting beliefs under specific roles, is capable of influencing beliefs about language learning to act in two different ways, each representing a cognitive role. with functions and consequences for the learner, both in the interpretation of situations and in emotions and behaviors. We hope, therefore, that this research can contribute academically by allowing teachers and learners to understand that the latter's beliefs can negatively impact the way they deal with language learning and that teachers, in particular, reflect on preconceived ideas about the latter. learners and their language learning, better understand the students' side through classroom reflection of the intermediate or automatic beliefs they hold and, finally, understand that beliefs depend on of the learner's particular context and, therefore, change in meaning from person to person.