A Study Of The Effects Of Language Learning Beliefs On Language Learning Strategies

Based on the studies of cognitive psychology and the theory of metacognition, this thesis is aimed at investigating the effects of language learning beliefs (LLB) on language learning strategies (LLS). Through questionnaire and data analysis, the research makes a survey of Chinese EFL learners' LLB, the use and choice of LLS and the relationship between LLB and LLS. The characteristics of Chinese EFL learners' LLB are investigated in comparison with that of USA EFL learners who are in different culture background and learning environment. Data analysis shows that there is positive correlation between the learners' LLB level and LLS use frequency, indicating that LLB affects LLS to some extent. Meanwhile, data displays a low level of metacognition and strategy use that is caused by the teacher-centered and test-oriented education environment where learners cannot develop autonomous learning. Comparison between Chinese learners and USA learners demonstrates some difference in their LLB, such as that more Chinese learners tend to admit the equal potentiality in everyone; that the goal of learning English is for communication instead of learning grammar rules. On the other hand, Chinese learners are less confident in their own language learning ability and they are more likely to give up opportunities of communication with English native speakers due to timidness. On the basis of data analysis, the thesis discusses the significance of the study. It is important to enhance language learners' metacognition and train their strategy use in order to use learning strategy more appropriately and effectively. Thus, the learners become autonomous in their learning and are able to learn under various circumstances. Consequently, they achieve good results in language learning...