Study On Learning Beliefs And Learning Strategies Of Chinese Non-English Majors

Since 1970s', the research focus of applied linguistics in the west has shifted from teachers' teaching to students' learning. Learner factors have attracted language educators' and teachers' attention. Individual learner differences and learning process are valued highly and studied frequently. As the indispensable components of individual learner differences, language learning beliefs and learning strategies are proved to influence both learning behavior and learning achievements by relevant studies. In China, research in this aspect is launched later and far from enough. Based on the previous studies, the present study is designed to investigate language learning beliefs held by Chinese non- English majors and their use of learning strategies. Meanwhile, the issue of whether grade and gender have an effect on the two variables is addressed. Relationships between belief categories, relationships between strategy categories and relationships between the two big systems are investigated as well. This study is designed to provide practical pedagogical implications for foreign language teaching in China.The study adopted two instruments. One was the adapted questionnaire of Language Learning Belief Inventory by Horwitz which was used to identify students' learning beliefs. The other was Strategy Inventory for Language Learning invented by Oxford, which was employed to investigate the participants' language learning strategy preferences. A total of 220 students from Zhengzhou University were administered to respond to the questionnaires. Among them, 200 samples' responses were tested as valid.Descriptive analysis of data from the first questionnaire indicated that students under study held positive attitudes towards beliefs about the nature of language learning, beliefs about learning and communication strategies while they rejected mother- tongue reliance beliefs. Data analysis of the second questionnaire revealed that students preferred to adopt compensation strategies and metacognitive strategies, cognitive strategies were least used. Judged by Oxford's strategy use frequency criterion, the subjects employed medium use of learning strategies. They still lacked due strategy use awareness; Independent samples t-test results suggested that gender and grade exerted a great influence on students' beliefs and strategy use. Correlational data analysis results were as follows, compared with relationships between belief categories, strategy categories manifested more close significant relationships, all were positive in specific; the two systems were related to some degree. The author of this thesis attempted to give tentative suggestions for language teachers on how to enhance students' positive language learning beliefs and on how to raise their strategy use awareness.The theoretical significance of the study lies in that it may enrich one's knowledge of Individual Learner Difference. Pedagogically, the study will increase language teachers' concern about students' learning beliefs and learning strategy use awareness. It promotes teachers to adopt flexible teaching approaches in order to improve teaching efficiency. More importantly, it encourages students to initiatively reflect on their learning characteristics to accelerate language learning development ultimately.