Influences Of Learners' Beliefs About English Learning On Academic Achievement Of Li College Students

From the viewpoint of cognitive psychology, learners' beliefs are closely interrelated with the meta-knowledge, and moreover they two can be interchangeable. They are the stable knowledge system comparatively due to the effects of individuals' complex metacognitive structure that is responsible for the nature and strength of these beliefs. However, in the processes of the improving teaching and the learners' gradual metacognition development and the learners' constant reflection on learning process, teaching will help learners to regulate their previous views and modify their learning methods to develop the new views to enhance language learning. Indeed, there are a great number of elements influencing the learners' academic achievements, while learners' leaning beliefs are one of the most important aspects in the process of language learning.Li nationality is one of the important minorities in China and the unique nationality in Hainan province, while most of the Li nationality people inhabited around the Wuzhishan region. Wuzhishan region is an important part where Li and Han students live together and they learn and influence each other for a long time. At present, the study of English learning of Li college students remained comparatively few; especially studies on English learning beliefs are neglected in the previous studies. It is generally regarded that the academic achievement of Li college students is poorer than Han's relatively and the cognition on English learning beliefs of Li college students is weaker than Han college students. In this study, Han college students are viewed as the comparison research subjects, which the English learning difference between Li and Han is found from the data analysis. Therefore, this study considers that it is necessary to make the comparison analysis of learners' beliefs and the academic achievement between Li and Han college students.With the intention to improve the academic achievement of Li college students by means of strengthening their learning beliefs, and draw some pedagogical implications to better English learning of Li college students, the study in this paper is carried out on two hypotheses: hypothesis one will verify that the academic achievement of Li college students is poorer than that of Han. Then hypothesis two is proposed that the learners' beliefs of Li college students that are the major cause for their poorer academic achievement are weaker than those of Han by the comparison analysis.The research will integrate the BALLI questionnaire with the examination scores of CET-4 of subjects, and conduct the data analysis by SPSS 13.0. The two hypotheses are proved: the academic achievement of Li college students is poorer than that of Han, and the second hypothesis is proved through the data analysis, that is the learners' beliefs of Li are weaker than those of Han. On the basis of two hypotheses, the study will dig out the implications of the English teaching for Li college students and put forward suggestions on the teaching approaches practically to strengthen their English learning beliefs to develop the academic achievement of Li college students. Though with some limitations, this study is expected to bring some insight to English learning of other minorities and to be helpful in further researches.