The Correlations Of The Learner’s Beliefs And Their Learning Achievement

Senior high school students’ English learning beliefs play a significant role in their process and outcome of English learning. Under the traditional teaching mode, the problems of senior high school students’ low enthusiasm, difficult improvement in their English learning and the teachers’ little attention to their students’ English learning beliefs indicate the importance of research on senior high school students’ beliefs of English learning. Therefore, in order to investigate senior high school students’ English learning beliefs, a survey research was made of their English learning beliefs through questionnaire and interview in a senior high school in Zhangzhou with 153 students of Grade Three as the subjects. The questionnaire of this study was designed on the basis of Beliefs About Language Learning Inventory(BALLI) by Horwitz and the translation and revision of the questionnaire scale by some native scholars. The subjects for interview in this investigation were 6 students randomly selected from those participated in the survey.A comprehensive analysis of the English learning beliefs on the part of senior high school students was conducted in this research from five dimensions, namely the nature of English learning, English learning value, English learning methods, English learning aptitude and the difficulty in learning English. The survey data and the students’ scores of English learning were later used for the correlation analysis. The chief findings of this study are summarized as follows:1. The study results showed that significant positive correlation existed between the senior high school students’ English learning beliefs and their achievement of English learning.2. The learners of English in senior high schools considered the difficulty of learning English as moderate, and they agreed to the view that English learning can help them get into a better university;3. Most of them thought that some people have the special ability for English learning while they were somewhat lacking in this aspect;4. The students’ concern for grammar and vocabulary was still the center of their focus, but they also affirmed the important role of oral English in the language;5. They affirmed the way their teachers teach English, but they are more eager to learn the more pure, rich and tridimensional English;6. They not only demonstrated enthusiasm for the language knowledge, but wanted more to learn foreign culture and language habits.Finally, in accordance with the investigation result, this study puts forward some reference for the development of senior high school English teaching. This study argues that senior high school English teachers should practice reflective teaching, which will help the students establish positive English learning beliefs and relieve their learning anxiety.