A Correlative Study On Language Learning Strategies And Language Self-efficacy Of Non-English Majors In The Context Of EFL

In the past few decades, much research has focused on language learners in the domain of second/foreign language acquisition. The research on language learners is categorized into two lines:the study on the learning procedures and the study on the individual differences (Shu Dingfang & Zhuang Zhixiang,1996). In the field of learning procedures, the investigation of language learning strategies has strengthened our understanding of the processes learners employ to foster their skills in a second or foreign language. Although a multitude of studies have been conducted on language learning strategies in China, most studies were concentrated on the interrelationship between learning strategies and academic achievements, changes in strategy beliefs and strategy use. and the specific strategies learners use to improve language abilities. The inquiry into the social and affective influence on learner's strategy is inadequate (Wen Q in fang & Wang Lifei,2004). However, as Ellis (1985) claims that second language acquisition is a complex process, involving many interrelated factors, it motivates the author of this paper to integrate different factors pertaining to the learners in our study to achieve a better understanding of how English is acquired as a second or foreign language. Hence, we made attempts to combine individual factors such as affective factors with the research of language learning strategies. Self-efficacy is an important affective factor influencing the achievements of a person through cognitive, motivational, affective and selection processes. Self-efficacy is the belief in one's capabilities to learn or perform behaviors at designated levels (Bandura,1986). It exercises great influence on the academic achievements of a person. (Bandura,1986,1997). Through combination of self-efficacy with language learning strategies, this research is expected to expand our present understanding of language learners under Chinese culture and language background.Keeping this background in mind, an investigation was conducted in this study on the relationship between language learning strategies and self-efficacy by administering two questionnaires to 983 third-year non-English majors from six universities or colleges in Chongqing. The questionnaire on language self-efficacy is adopted to determine the differences in students'language self-efficacy levels on the basis of gender, specialty and academic achievements. The questionnaire on language learning strategies is employed to find out how students use language learning strategies and their differences in strategy use in terms of gender, specialty and academic achievements. The interrelationship between language learning strategies and self-efficacy is probed into through the analysis of data collected from the two questionnaires. SPSS was adopted as data analysis device.The whole dissertation is comprised of five parts:Chapter One is an introduction, which briefs the general background of the study and stresses the significance and necessity of this research. The organization of the whole dissertation is also introduced in this part.Chapter Two reviews related research on language learning strategies and self-efficacy respectively and their correlation.Chapter Three presents the methodology. Based on the related research, the author of this paper raises the research questions. The subjects, instruments, data collecting procedures, and data analysis device of the present study are introduced.Chapter Four reports the findings in language learning strategies and language self-efficacy respectively based on their respective correlation with academic achievements and their respective differences on the basis of gender and specialty and furthermore, discusses about these findings in language learning strategies and language self-efficacy and their correlation. The statistical results show that:(1) non-English majors in Chongqing employ language learning strategies on a moderate level; (2) language learning strategies have a positive correlation with the academic achievements of the students; (3) female students are more likely to employ language learning strategies better than male students; medical students use language learning strategies the best while students majoring in fine arts are poorer users in comparison with other students; (4) students'language self-efficacy levels vary a lot in accordance with their academic achievements. Successful learners show relatively good self-efficacy while average learners show moderate self-efficacy and the self-efficacy of less successful learners is a little below the moderate level; (5) language self-efficacy has a positive correlation with the academic achievements of the students; (6) no significant gender difference exist in the level of language self-efficacy; medical students show the highest level of language self-efficacy while students majoring in fine arts show the lowest; (7) a positive correlation indeed exists between language self-efficacy and language learning strategies.Chapter Five indicates the major findings and the implications of this study and offers recommendations for further research in related field.