Exploration On The Differences Of Language Learning Beliefs And Language Learning Strategies Between Successful And Unsuccessful Learners

There has been a prominent shift in the field of English Language Teaching (ELT) since last century, from the emphasis on teachers and how to teach to the emphasis on learners and how to learn. In 1971, Rubin put forward Language Learning Strategies (LLS) in his research focusing on the strategies of successful learners in the hope that once identified, such strategies could be made available to less successful learners. Later, a number of scholars devoted themselves to this research area and made fruitful achievements. However, researches in this period were greatly restricted to general description, far from touching the underlying reasons.With the development of cognitive psychology, Language Learning Beliefs (LLB) was introduced into the ELT area and as a result becomes an important factor that cannot be ignored. To explore the differences in LLB, the successful and unsuccessful learners give researchers a meaningful insight into LLS.The thesis begins with the review of related theories and researches'elaboration on the important aspects of LLB and LLS, including the language learning approach system set up by Wen Qiufang. Conducted in Nanjing among three universities, the experiement selected 180 non-English major sophomores according to their CET-4 scores. All the subjects were required to finish the questionnaires the author designed on the basis of Wen's. Besides, two subjects were chosen to join the case study by writing one-week long diary for comparisons.After the analysis of the data, problems with unsuccessful learners in LLB and LLS were found. Teachers are advised to help them to be aware of the backwardness in action, to put right their misconceptions about L1 and to strengthen the training in management strategies and meaning-focus strategies. The thesis ends by pointing out the limitations of the study and putting forward suggestions for further research.