The Study Of Students' Belief About Chinese Language Learning

The paper aims at research language learning belief of Chinese learners and learners with different native languages and under different study environments. The paper studies on language learning belief though questionnaire and theoretical analysis, and then gives advice on the applied level.The paper investigates 150 Chinese learners with《BALLI》. The survey shows: students support the concept of a language learning difficulty hierarchy and regard Chinese as very difficult or difficult language. However, learners are optimistic about time requirement on Chinese learning and their own prognosis as language learners. More than half of the learners endorse the concept of foreign language aptitude, but only one third believe in their own language aptitude. More people agree that everyone can learn foreign language well. The questions dealing with the factors influencing language aptitude, Chinese learners agree with age and foreign language learning experience. An overwhelming number of students are in favor of role of the environment but not of culture. Learners affirm the importance of repeated practice and strategy of guessing. With regards to mistake and excellent accent, students have contradictory views. And learners have different motivations on Chinese learning.The paper also investigates 38 Chinese language teachers in international college of Chinese study at ECNU and compares their beliefs with students'. The survey shows: teachers don't have enough confidence on students and think that students have overestimated themselves. Teachers don't have enough concerns one students' anxiety. Teachers overrate the practice of Chinese writing and reading skills. Teachers and students also have different beliefs on the following items: the nature of learning, the role of culture and Chinese language environment, the role of practice, translation, tolerance of mistakes and motivation. In terms of the gap between teachers' belief and students', some advice on teaching is given as follows: teacher should have a rational view on students, and teachers should balance the time on explain and practice, and training time on speaking, listening and reading and writing. More attention should be paid on pronunciation and mistakes. Be careful when using culture and translation.The paper also studies the beliefs of students with different culture background, that is, students from" Chinese character culture circle" and from" non-Chinese character circle". The study shows: students from" non-Chinese character circle" are more optimistic, and hold a more equal belief on language learning aptitude. They agree more on the role of target language environment and communicative strategy. Students from" Chinese character circle" agree less on repeated practice but more on the role of culture. In terms of the gap between the two groups, advice is given respectively.Language environment also influences Chinese study. The paper studies the difference and similarity of beliefs on CFL learners and CSL learners. The study shows: after learning Chinese in China, CSL learners deepen their knowledge of Chinese and have a more rational concept on Chinese difficulty. They tend to emphasize more on listing and speaking skills. Compared with CFL students, CSL students have different belief on Chinese learning strategy and communicative strategy. And their belief on the role of culture and target language environment needs to be improved. In general speaking, target language environment have a positive role in shaping language learning belief. And then, advice on learning material and teaching for TCSL are given.The study reveals that Chinese learners have their own distinctive language learning belief, and beliefs of teachers and students are not the same. Gap also exists on beliefs of students with different native languages and under different study environments.