A Study On English Learning Beliefs Of Postgraduate Students In China

Individual differences of language learners have been an important part of second language acquisition field in recent years. Learner's language learning belief, as a significant part of individual differences, has a profound influence on learning behaviors and achievements. It has great significance to acquaint learner's language learning beliefs and help them to reflect upon and build scientific beliefs on language learning.Great progress has been made in empirical studies on language learning beliefs over the past twenty years. On the basis of previous studies, the present study adopted quantitative and qualitative methods to investigate language learning beliefs of postgraduates through instruments developed by the author. The subjects came from three universities in different regions of China: Nan Chang University (NAC), University of International Business and Economics (UIBE) and Beijing University of Chemical Technology (BJCT). SPSS 13.0 was employed to analyze the collected data. Combined the results of questionnaire and interview, the present study discussed the characteristics of postgraduates language learning beliefs, analyzed the differences between the high and the low proficiency group, and explored the factors influencing the formation of language learning beliefs.The following conclusions were drawn through data analysis: (1) postgraduates hold positive language learning beliefs in general, but problems such as overemphasis on the external factors (e.g., teachers and learning environment) and learning motivation focused on instrument motivation were also existed; (2) the high proficiency group and the low proficiency group showed significant differences of foreign language aptitude, difficulty of language learning and motivations, and showed similarities on learning strategies and factors influencing language learning beliefs; (3) factors such as external pressure came from the society, previous English learning experiences and individual differences have effect on the formation of language learning beliefs. The research results are helpful to the learners to be aware of their mistaken and uninformed beliefs on language learning and to build positive language learning beliefs, so as to enhance learner's autonomous learning, and provide suggestions for improving postgraduates' English teaching.