A Comparative Study On Differences In Language Learning Beliefs Between Non-English Major Learners And English Major Learners

The research about learners'language learning beliefs has acted as one of important aspects for exploring learners'individual differences since 1980s. After Horwitz pioneering in this field, the research interest has been stimulated in this field. Many domestic and foreign researchers began to make research into various factors in succession that affect learner'learning proficiency from the aspect of learning beliefs. The present study makes a further explore into the differences in language learning beliefs between non-English major learners and English-major learners based on the previous study in this field.The present study is comprised of two parts: quantitative and qualitative study with three research questions: (1) what are the language learning beliefs held by non-English major learners and English major learners respectively? (2) What are differences between non-English major learners and English major learners in terms of language learning beliefs? (3) What is the relationship between language learning beliefs and their English achievements for both non-English major learners and English major learners?Through data analysis and comparison of the results by using software SPSS 13.0, we got the following conclusions:(1) The majority of both non-English major learners and English major learners and hold positive attribution beliefs considering themselves as the most important factor in the process of language learning. Meanwhile, both of them hold positive self-management beliefs. The functional practicing beliefs are stronger than the formal practicing beliefs held by English major learners, the lowest level on mother-tongue reliance beliefs. The situation is just contrary for Non-English major learners.(2) Both of these two kinds of learners admit the existence of language aptitude, what make difference is that most of English major learners tend to be able to transform onto some certain positive beliefs to make up their congenital inadequacy by making efforts, while many of Non-English major learners still hold their original beliefs and keep unchanged. The researcher has found learners'long-held beliefs are directly related to learning strategies, time-spending and practical activities. The research indicates that both of these two kinds of learners are generally concerned about the form of language and the difference is insignificant while the difference in meaning, accuracy and fluency of language is significant. The result can be explained by their different major requirements and disparate learning objectives. Among the seven categories of language learning beliefs,great discrepancy has been found in mother-tongue reliance beliefs between non-English major learners and English major learners. Most of Non-English major learners show much more dependence on mother tongue than English major learners, this conclusion is consistent with Dai's research (2004) findings that learners who hold stronger functional practicing beliefs tend to be less dependent on mother-tongue reliance beliefs.(3) There is no significant correlation between attribution beliefs and learners'English achievement, which shows the discrepancy between one's thoughts and actual behaviors. Self-management beliefs was verified to have significant correlation with learners'English achievement showing that successful language learners can consciously set learning objectives, arrange reasonable learning plan, control the learning process and take appropriate strategies to improve their language learning. This belief can also be regarded as one of important symbols for distinguishing successful learners and unsuccessful learners. The researcher also found that there is no significant correlation between formal practicing beliefs as well as functional practicing beliefs and learners'English achievement which means any overemphasizing on or erroneous tendency towards functional practicing beliefs and formal practicing beliefs would not directly affect learners'achievement. Mother-tongue reliance beliefs were found to have significant correlations with learners'achievement. However, the correlation is negative, which means the stronger the learners hold mother-tongue beliefs, the lower their language proficiency is.