An Investigation And Research Into Language Learning Beliefs And Learning Strategies Of Non-English Majors

Along with the shift of the focus in English language teaching from"how to teach"to"how to learn"since 1970s, the study on language learners has been deepened and developed step by step. Language learning beliefs (LLB) and language learning strategies (LLS), as parts of individual differences in second language acquisition (SLA), have drawn much attention of English language researchers and teachers. It is suggested that learners'beliefs about language learning and strategy use have a profound effect on learners'learning behavior and outcomes. Hence, this thesis is intended to explore these two aspects in the hope of providing practical implications to English teaching and learning in China.The present study attempts to investigate the commonly held learning beliefs and common learning strategies employed by Chinese non-English major sophomores, and examine the relationship between LLB and LLS. The study also discerns the similarities and dissimilarities between males and females or among different majors regarding their beliefs about language learning and their strategy use separately.A total number of 155 sophomores of non-English majors from Shandong Normal University and Shandong Police College participated in the study. They were asked to complete the survey instrument consisting of three parts: Questionnaire on Language Learning Beliefs, Questionnaire on Language Learning Strategy,and the personal background information. The study adopted quantitative study methodology and analyzed data with SPSS (10.0). After descriptive statistics, Pearson correlation analysis, independent sample t-test and one-way ANOVA, several substantial findings come to light.(i) Non-English majors hold a variety of beliefs about language learning: foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, learner motivation and expectations. The strongest belief they hold is the category of beliefs about learning and communication strategies. Most students believed they are able to learn English well and motivated to improve their spoken-English. Furthermore, they think the most important goal of English learning is for communication instead of mastering grammar rules.(ii) Six types of learning strategies are employed by non-English majors in their English learning: memory, cognitive, compensation, metacognitive, affective and social strategies. Although the use frequencies of all these strategies are not high, compensation strategies receive the most frequent use while social strategies the least.(iii) Pearson correlation analysis reveals that LLB is correlated with LLS to some extent. Especially, the category of beliefs about learning and communication strategies, and the category of beliefs about learners'motivation and expectation are significantly and positively correlated with all kinds of learning strategies.(iv) Students'gender and major are not the decisive factor of LLB and LLS. Study shows that English seems to be more difficult for male students than for females; males have strong beliefs about the nature of language learning; and female students use social strategies more often than their male peers. In addition, there is only significant difference on social strategies among different majors.In summary, it is hoped that the present study will help both teachers and learners be sensitized to the importance of language learning beliefs and strategies. Some tentative implications and suggestions for teachers and learners have been put forward to enhance language learners'metacognition and their strategy use, thus, fostering students'autonomy in English learning. Consequently, they will achieve good outcomes in language learning.