A Study On The Correlation Between Learners' Language Learning Beliefs And Strategies In The Autonomous Learning

Both learners' language learning beliefs and learning strategies exert great influence on the foreign language autonomous learning. In recent years, learners' learning beliefs and learning strategies are found closely related in language learning process, which attracts increasing attention in EFL research. The dissertation makes an overview of the previous studies on the two factors home and abroad, and explores the language learning beliefs and English learning strategies of 183 students of a secondary vocational school.The results show that language learning beliefs include such factors as language learning management, learning and communication strategies, and learner motivation and expectation, which are critical for English autonomous learning. Study reveals that among the three categories of English learning strategies, the most frequently used one is social/affective strategies; and that learners' beliefs about language learning have a positive and statistically significant correlation with their learning strategies use, and beliefs about language learning management are most closely related to the learning strategies use. The experiment indicates that statistically significant gender-difference is evident in language learning beliefs and learning strategies; and significant difference in language learning beliefs and learning strategies exists between high English proficiency and low English proficiency learners.The author holds the view that language learning beliefs affects the choice and use of learning strategies; the use of learning strategies may change learners' beliefs; the relationship between the two factors is mutually influential. The paper suggests that the teacher should try to foster students' positive beliefs and train students' abilities to use English learning strategies effectively to achieve the promotion of students' autonomous learning ability and language learning skills.