| The present study selects 196 Chinese non-English major EFL learners as the subjects, and, according to their CET-4 scores, divides them into high and low proficiency groups. The research investigates and reveals the differences on the English learning beliefs between the two groups, and analyzes the reasons for these differences from metacognitive perspectives. Quantitative and qualitative analysis are both employed in the present study, and the collected data are analyzed through SPSS.According to the data analysis, the present study concludes the following findings:1. Chinese non-English majors have totally five types of English learning beliefs: (a) difficulty of language learning, (b) foreign language aptitude, (c) the nature of language learning, (d) learning and communication strategies and, (e) motivations and expectations.2. Totally ten specific beliefs possess the significant differences between high and low proficiency groups:two items are from the belief on difficulty of language learning; two items are from motivations and expectations; four items are from learning and communication strategies; and the other two are each from foreign language aptitude and the nature of language learning;3. Metacognitive knowledge can provide the explanations for the two groups' differences from three aspects:person, task, and strategy factors. In terms of person factors, high proficiency group is superior to low proficiency group in the factors like self-confidence, motivation, and attitude, etc.; as for task factors, high proficiency group regards English as a less difficult language than low proficiency group does; regarding to strategy factors, low proficiency group is inferior to high proficiency group in both the quantity and the quality of the English learning strategies.The dissertation finally raises certain limitations in the study, and puts forward some tentative suggestions on the Chinese non-English majors'English instruction.
|
PDF Full Text Request