Effect Of Gender And English Proficiency On Language Learning Beliefs Of Non-English Majors In A Chinese University

Since the 1970s, researchers and language educators have increasingly realized the importance of learner factors in the process of language learning and teaching. Language learning beliefs, one of the most important learner variables, have a direct impact on language learning process and further influence the learning outcome. Therefore, it is necessary and important to help language learners and educators have a comprehensive understanding of language learning beliefs.The present study, based on relevant researches on language learning beliefs conducted at home and abroad, investigated the language learning beliefs held by second-year non-English majors in a Chinese university. The subjects involved in this study were 241 second-year non-English majors. It utilized the"Language Learning Beliefs Questionnaire"developed by Liu & Dai (2003) and aimed to explore the following three aspects of language learning beliefs: (1) the overall pattern of language learning beliefs held by non-English majors; (2) the differences in language learning beliefs between male students and female ones; (3) the differences in language learning beliefs between high-proficiency students and low-proficiency ones, as well as the correlation between language learning beliefs and language learning proficiency. The study could help learners better understand their learning process, change some of their language learning beliefs, adopt better learning methods and strategies and thus improve learning outcomes. It could also help language educators have a full and better knowledge of students'language learning beliefs. All the data were analyzed by SPSS 17.0.The findings of the study were as follows: (1) the second-year non-English majors in college generally held positive language learning strategy beliefs and self-management beliefs; students on the whole didn't possess strong sense of self-efficacy and didn't have strong mother-tongue reliance beliefs; most students had strong instrumental motivations but very low integrative motivations; (2) Male students and female students displayed significant differences in language learning strategy beliefs, self-efficacy beliefs and mother-tongue reliance beliefs; (3) students with high proficiency and those with low proficiency were significantly different in language learning beliefs. Besides, there was a significant correlation between three categories of language learning beliefs and language proficiency. Of the three language beliefs, self-efficacy beliefs and language learning strategy beliefs positively correlated with language proficiency, while mother-tongue reliance beliefs were negatively correlated.Based on the above findings, this thesis offered several pedagogical implications. First, it is important for English teachers to change their role in teaching practice from a simple knowledge passer to a helper, a facilitator, a guide, an organizer or interest arouser. Secondly, English teachers should have a comprehensive learning of their students'language learning beliefs in order to flexibly carry out language activities and have effective language teaching. Thirdly, language teachers should help students have a full understanding of their own language learning beliefs, help them to be aware of the importance of learning beliefs and guide them to develop insightful language learning beliefs. Only in this way can both language teaching and learning be improved.