The Study On The Correlation Of The Learners' Beliefs And Their English Learning Achievement In Rural Senior High School

Since the 1970 s,the research focus of second language acquisition has shifted from “teaching” to “learning”.In particular,students' individual differences have been widely concerned.As an important part of individual differences,students' learning beliefs have attracted great interest from many researchers.Numerous studies have shown that students' language learning beliefs not only affect their learning process,learning behavior,learning methods and strategies,but also have a huge impact on their final language learning outcomes or achievement.The purpose of this study is to do a comprehensive research on English learning beliefs of rural senior high school students so that English teachers clearly know the rural senior high school students' language learning beliefs,and put forward feasible suggestions for related problems,and make the school and teachers in the actual teaching can take corresponding measures to help students establish a correct English learning belief,so as to improve the students' foreign language learning.At the same time,it also provides references for teachers in other cities and towns.The survey tools used in this paper are questionnaire and interview.The current questionnaire was based on the questionnaire designed by Horwitz in BALLI in 1988,and was slightly modified by domesticscholars on this basis.It investigated the English learning beliefs of rural senior high school students from five dimensions---foreign language aptitude,the difficulty of language learning,the nature of language learning,learning and communication strategies,learners' motivation and expectations.The research subjects of this study are 210 students in the second grade of Fendou Middle School in Shanba Town,Hangjinhou Banner,Bayannur City.There are three research questions: firstly,what is the English learning beliefs of rural senior high school students? Secondly,are there any differences in English learning beliefs between high proficiency students and low proficiency students? Thirdly,is there the correlation between rural senior high school students' beliefs and their English learning achievement? If yes,which dimension is the most relative to English achievement?In this study,SPSS software was used for descriptive analysis of data and independent sample T test and correlation analysis,and the results are as follows: Firstly,everyone in the rural senior high school has different beliefs about English learning.Some are positive while some are negative.Secondly,the English learning beliefs between high proficiency students and low proficiency students are also different.It is reflected in the following dimensions: the difficulty of language learning,learning and communication strategies,learners' motivation and expectations.Thirdly,there is a significant correlation between rural senior high schoolstudents' beliefs and their English learning achievement? Rural students' belief in learning motivation and expectation is the most correlative to their English learning achievement.It can be seen that students' English learning achievement with strong motivation and positive expectation is higher than those without strong motivation and positive expectation of English learning in the exam.Based on the above results and found the problem,the author puts forward some specific suggestions to the school leaders and students from the following aspects: the cultivation of beliefs,the improvement of teachers' teaching methods,the form of teaching activities and the selection of teaching materials,etc.The author also puts forward some thoughts on the trend of the future research and hopes that this study can provide some references for other relevant researches on English learning beliefs and promote the English learning of senior high school students.