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A Study on the Correlation between Language Learning Beliefs and Strategies of Chinese Non-English Majors

Author: ZhangXiuHua
Tutor: ZhangJinAn
School: Zhengzhou University
Course: English Language and Literature
Keywords: Beliefs about learning Learning Strategies Correlation
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 53
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Abstract

Since the 1970s, foreign language teaching and research center to start from the teachers to teach to the students' learning. Many foreign language teachers and researchers began to focus on the role of the learner, so there are a lot of research on learner variables, such as learning strategies, learning attitude, learning beliefs and motivation. In a large number of learners in the variable factors, beliefs about learning and learning strategies of research over the past 25 years has attracted the interest of many domestic and foreign scholars. Therefore, based on the results of previous studies, this study will be the non-English majors to object to reveal their own English learning beliefs and their use of learning strategies; clarify the relationship between the belief systems and strategic systems within each category ultimately, to clarify the correlation between beliefs about learning and learning strategies; look any impact of gender on two variables. This study used two questionnaires as measurement tools are made to be modified on the basis of Horwitz (1987) \Zhengzhou Institute of Aeronautical Industry Management 120 students participated in the survey, 110 valid questionnaires were retrieved. Research data to identify students have beliefs about learning and learning strategies that they often use descriptive analysis, Pearson correlation analysis to analyze the relationship, the last independent samples T-test to determine the male and female students learning beliefs and learning strategies and the factors between the presence or absence of significant differences. The survey results are as follows: First, with regard to the language learning beliefs questionnaire, descriptive data analysis show the students showed a positive attitude of self-efficacy and motivation beliefs and teaching beliefs and the nature of language and beliefs, however, faith and learning of dependence on the mother tongue language talent convictions performance a negative attitude. Questionnaires on language learning strategies, descriptive data analysis showed that the students have shown a positive attitude towards language learning strategies. Second, research on the relationship between language learning beliefs and strategies, the results of analysis, compared with the relationship between the various categories of beliefs about learning, and the relationship between learning strategies within the system even more significant, and all are related. Correlation between beliefs about learning and learning strategies, and this correlation is relatively obvious. Cognitive strategies and metacognitive strategies and self-efficacy and motivation belief was a significant positive correlation, heard that the conviction was a significant negative correlation with desire. Third, language learning beliefs and strategies in the difference between the gender, the results of analysis, and girls emphasize the importance of teachers in the language learning beliefs, they feel that teachers encourage and correct evaluation is more conducive to their learning; while boys tend to rely on in the process of learning English mother tongue. In language learning strategies, girls tend to use compensation strategies, such as gestures and body language; while boys tend to rely on the mother tongue policy. Through this study, from a theoretical point of view, the learners' individual differences contribute to our better understanding of learner variables. Many studies have shown that beliefs about learning to play a central role in academic achievement. Riley (1996) claimed that the the learner beliefs will directly affect even decided to learners' attitudes, motivation and behavior. In addition, learning strategies as an intermediate role between learning factors and learning outcomes aroused interest in many language theorists and educators. Ellis (1994) pointed out that the use of learning strategies affect the efficiency of language learning and the final result. From the perspective of teaching as a foreign language teachers, we should enrich the understanding of the individual differences of learners, especially for different categories of students' language learning beliefs and learning strategies to lead to concerns, in order to adopt a flexible teaching future teaching methods to improve classroom teaching. Promote students to become actively reflect on their own learning characteristics, weaknesses and improve the efficiency and performance of their own learning English.

A Study on the Correlation between Language Learning Beliefs and Strategies of Chinese Non-English Majors

Abstract

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