| This study sets out to investigate Chinese EFL learners' beliefs about foreign language learning and their language proficiency. The foci of the study are the general trends of Chinese EFL learners' beliefs about foreign language learning and how their learning beliefs correlate with the language proficiency.Based on the literature, it is likely that language learners hold a variety of beliefs about language learning and bring these beliefs to the classroom. These beliefs may have a profound influence on learners' learning behaviors, their language proficiency, the efficiency and effectiveness of their learning, and their use of effective language learning strategies.Although many studies concerning learning beliefs were conducted in China, they did not actually have a direct and intensive investigation into the relationship between learners' beliefs and their language proficiency. Therefore, so far, there has been a lack of reported study in Chinese context that specially investigates how EFL learners' beliefs about language learning correlate with their language proficiency and what the characteristics of Chinese EFL learners' learning beliefs are. This study is supposed to complement other studies, and adds to the body of knowledge of learners' beliefs in general, but more specifically, learning beliefs of EFL students in Mainland China context.This study addresses the following questions: 1) What are the characteristics of language learning beliefs held by Chinese EFL learners and how do their beliefs differ from those held by learners in other learning groups or other cultural contexts? 2) What levels of correlation exist between language learning beliefs of Chinese EFL learners and their English language proficiency? 3) What pedagogical implications can the present research provide for EFL teaching and learning in China? The aims of the study are to identify the learning beliefs about foreign language learning in China for the purpose of informing syllabus design and teacher practice, and also to investigate levels of correlations between learning beliefs and their language proficiency.This thesis reports a study of the beliefs about language learning held by 384 EFL (English as a Foreign Language) learners in Mainland China. The survey instrument, the "Beliefs About Language Learning Inventory" (BALLI) initiated by Horwitz (1985; 1987; 1988), is used to collect quantitative data. BALLI consists of five aspects of beliefs: difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivations and expectations. A Questionnaire of Subjects' Background is included in this study to investigate the subjects' background information as well as their additional beliefs about foreign language learning. A standard English proficiency test ----TEM 4 (Test for English Majors Band 4) was used as a source to assess the subjects' English proficiency level. In addition, semi-structured interviews were also conducted to support the data collected from the BALLL.The findings of the BALLI responses indicate that there are significant positive correlations between language proficiency and four learning beliefs (Items 4,6,12,13 and 15), and negative correlation between language proficiency and two learning beliefs (Items 9, 11 and 18). Moreover, characteristics of Chinese EFL students' learning beliefs are summarized, and then compared with the research findings in U.S. and Chinese Hong Kong contexts. The results also suggest that in terms of the general trends of students' learning beliefs, beliefs about language learning reported by studies across cultural groups are similar in most categories, but some beliefs prove to be culturally specific. This study also discusses the implications of this study for China's EFL teaching and learning. Finally, the study concluded by stating limitations of this research and suggesting ways to improve it.
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