| In the domain of Second/Foreign language education, researchers have realized the effects of individual differences on the process of learning. Learners'belief, which is one of the personal factors, plays a crucial role in their language learning behavior and outcome. It is strongly suggested that language teachers assess the various beliefs held by their students and study how such beliefs affect their learning.Drawing upon the concept of metacognitive knowledge in contemporary cognitive psychology, the author designs a survey study in the framework of metacognitive knowledge, classifying beliefs into three major factors--person, task and strategy factors. The questionnaire is administered to 260 Chinese students from Grade 3 of the No.9 High School in Jinan, capital city of Shandong Province. The study is to present a picture of English learning beliefs held by high school students and potential belief differences between high-achievers and low-achievers.Results show that as cognitive agents in learning English, the high school students have relatively positive beliefs. Group work is emphasized by most students. As to the task in learning English, the students do not seem to possess appropriate beliefs. Culture importance is realized, but productive skills are not put so much efforts. As for the strategic beliefs, students'views of the cognitive strategies of English learning are restricted. Some of their beliefs are inconsistent with their behaviors. Certain beliefs differences do exist between high-achievers and low-achievers, though not as expectedly sharp. The belief differences are mainly within the domain of personal variables.The study suggests that teachers invest more efforts in training learners'productive skills, give students more positive feedback to enhance their perception of self-efficacy and more strategy instruction to promote learner autonomy, and help narrow the gap between the learners'beliefs and behavior.
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