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U radu se prikazuju rezultati istraživanja provedenog među studentima Ekonomskog fakulteta u Splitu. Cilj istraživanja bio je utvrditi vjerovanja studenata oučenju stranih jezika. Vjerovanja su jedan od individualnih i afektivnih faktora uprocesu ovladavanja stranim jezicima, koje oblikuje društvena sredina i prijašnja iskustva stečena u nastavi stranih jezika. Važnost vjerovanja studenata naglašava se s obzirom na njihovu povezanost s uspjehom u učenju stranoga jezika. U istraživanju je rabljen upitnik BALLI (The Beliefs about Language Learning Inventory) koji je razvila Elaine K. Horwitz. U radu su prikazani i interpretirani rezultati deskriptivne statističke analize. Vjerovanja ispitanika prikupljena upitnikom prikazana su kao obrasci karakteristični za hrvatsku kulturnu sredinu i za nastavu stranih jezika u hrvatskom edukacijskom kontekstu, u svrhu osvješćivanja nastavnika o važnosti učeničkih vjerovanja o učenju stranih jezika i njihovoj povezanosti s napretkom u ovladavanju istima., The paper presents the results of the research conducted among the undergraduate students of the Faculty of Economics in Split. The aim of the research was to determine the students’ language learning beliefs. Beliefs belong to individual differences and affective factors relevant for foreign language acquisition. They are influenced by the social context and previous learning experience in foreign language classes. The importance of beliefs is emphasized in relation to the success in foreign language acquisition. The instrument used in this research was BALLI (The Beliefs about Language Learning Inventory) questionnaire compiled by Elaine K. Horwitz. The data were analysed by means of descriptive statistics. The findings were perceived as typical of cultural context and foreign language classes in Croatia. Subsequently, the results should enhance foreign language teachers’ awareness of the importance of students’ beliefs about foreign language learning and their relation to the progress in foreign language acquisition.

Tema ovog rada su učenički stavovi o učenju stranoga jezika. U uvodu se razmatra problematika definiranja pojma učeničkih stavova i važnost ispitivanja navedenih stavova za proces učenja i poučavanja stranoga jezika. Opisuje se i komentira kvantitativno istraživanje provedeno na uzorku od 120 učenika osnovnoškolske dobi (8. razred). Za ispitivanje učeničkih stavova korišten je upitnik BALLI (Beliefs about Language Learning Inventory). Analizirani su učenički stavovi vezani za talent za učenje jezika, prirodu učenja jezika i poteškoće s kojima se učenici susreću, strategije učenja i komunikacije te motivaciju. U zaključku su navedene implikacije za nastavnu praksu., This paper describes learners’ beliefs about foreign language learning and teaching. The introduction discusses various definitions of learner beliefs and conflicting attitudes of some authors in this regard. The second part of the paper is a description of a research covering 120 elementary school students who have been learning English as their second language. BALLI questionnaire (Beliefs about Language Learning Inventory) was used to collect the data. Learner beliefs about foreign language aptitude, the nature and difficulty of language learning, learning and communication strategies and motivation are analyzed and interpreted in the light of practical experience in the classroom. The implications of these findings for EFL teaching are discussed in the final part of the paper.