A Survey Of Vocational College Students' Language Learning Beliefs

Language learning beliefs refer to learners' views on language learning. Language learning beliefs and learning strategies of foreign language learning are important factors in learning foreign languages. What kind of language learning beliefs that learners hold has a direct impact on the learning attitudes and choices of their learning strategies. How to select learning strategies and put them into practice impact on the learning efficiency directly. The author found such a fact over six years of vocational English teaching experience:the basis of vocational students learning English is rather poor in general while using the classroom activities to improve the status is not obvious. That we need to face such a question:how to improve the vocational college students'English learning is an urgent need for teachers in current vocational college English teaching. This thesis will be based on Horwitz's research, taking her "Language Learning Beliefs Form" as a reference. Making a survey to investigate 109 vocational college students in College of Technology, Xiaogan University.Students are from three different departments. Those are Department of Information Engineering. Department of Urban Construction and the Departments of Biochemistry.They are all freshmen. The author made a questionnaire to learn about their beliefs of self-management, self-efficacy, motivation, language learning strategies, mother language dependence and nature of language aptitude and language learning. In this paper, SPSS 13.0 will be used to process the collected data. The statistical procedures:descriptive statistics is used to investigate the concept of language learning students to the basic situation; using factor analysis method to classify the concept of language learning; using Pearson correlation analysis to study each type of English language learning concept and the relevance of the results; by T test analysis revealed the high score group and low score group of students, boys and girls and students who hold different language learning concepts in the presence of substantial differences. Here are the results:Firstly, vocational students have relatively strong concept of language learning strategies while their concept of self-efficacy concept as well as their language learning motivation are weak; furthermore, their mother language dependent concept that is impeding the concept of language learning is not strong, either.Secondly, vocational students' English scores have significant differences with four of the six groups of language learning beliefs. Among them, the concept of self-efficacy and language learning motivation are positively correlated with their English scores. However, language learning strategies and mother language dependent concept have a high negative correlation with their English scores. Thirdly, students with high scores and low scores hold different language learning beliefs.their concept of self-efficacy, motivation and language learning strategy concept idea have significant differences. Among them, their concept of self-efficacy and the concept of language learning strategies and English proficiency are positively correlated while language dependent concept and language achievement negatively correlated.Fourthly, male and female students showed significant differences in language learning concept. In response to these findings. The author analyzes the related reasons and gives proposals to help vocational students to establish positive and conducive language learning beliefs to improve their English learning.