An Empirical Study On The Relationship Between English Learning Beliefs,Learning Strategies And English Academic Performance Of Non-English Majors

English learning belief and learning strategy plays a vital role in students'English learning.Researchers at home and abroad has done the research on students'English learning beliefs and learning strategies,but most studies focused on the relationship between learning strategies and learning beliefs,while some studies are on the relationship between learning beliefs and English academic performance,learning strategies and English academic performance.However,there are few researchers who study the relationship between English learning beliefs,learning strategies and English academic performance through a variety of methods for data analysis.For students of different ages and different majors,learning beliefs and learning strategies are different.What's more,previous research chose high school students or sophomores as research subjects,and fewer researchers take freshmen as the research object.When freshmen entered university from high school,some of them kept high school English learning beliefs and strategies.The research on freshmen can help them complete their transformation from high school English learning to college English learning.This study mainly involves the following five questions:(1)What are the English learning beliefs held by Chinese non English majors?What learning strategies do Chinese students employ in their English study?(2)Are there any relationship between English learning beliefs and learning strategies?What is the relationship between the two if they are relevant?(3)Among different learning beliefs,which one has the greatest impact on English academic performance?Which one has the greatest influence on learning strategy?(4)Among different learning strategies,which one has the greatest impact on English academic performance?(5)Whether English learning beliefs and learning strategies influence students'English academic performance?If yes,what are the path relationships among these three variables?In this thesis,the data were collected through the questionnaire and the data were recorded and analyzed by the social science statistical software package SPSS 17.0.The subjects were 200 freshmen of non-English majors in North China University of Technology.The following results are obtained through data analysis.1.Non-English majors think if they use learning strategy correctly,the foreign language will be more easily grasped.In addition,non-English majors often use metacognitive strategies.They believe that effective foreign language learning should have a plan or a clear goal.However,there are some vague ideas on how to learn foreign language effectively.There is still a problem on how to translate the right learning beliefs and strategies into corresponding actions.2.There is a positive relationship between English learning beliefs and learning strategies,that is,English learning beliefs can help students to use English learning strategies better.3.Among the four kinds of learning beliefs such as "foreign language learning ability","language learning difficulty","learning strategy",and "motivation",foreign language learning ability have the greatest impact on English learning strategies as well as on English academic performance.4.Among the four kinds of learning strategies such as "metacognitive strategies","cognitive strategies","affective strategies",and "social strategies",metacognitive strategies have the greatest influence on English academic performance.5.There is a significant correlation between learning beliefs,learning strategies and English academic performance.Learning beliefs and learning strategies have a direct impact on English academic performance.Meanwhile,learning beliefs also influence the use of learning strategies to some extent.Therefore,the correct learning beliefs and learning strategies have an obvious effect on the students' English learning achievement.