An Investigation Of English Teachers' And Learners' Beliefs On English Language Learning

English, as a foreign language in China, has been given an important status for a long time. Inthis situation, more attention is being focused on the students'psychological progresses and theirleaning strategies. An increasing body of research has confirmed that understanding studentcognition about English language learning is central to recognizing learner strategies and designingappropriate language pedagogy. Meanwhile, it is believed that teachers play a central role in thedelivery of language instruction and it is they themselves who also themselves who are aware of thebeliefs they are operating. With appropriate beliefs, the teacher could improve his or her effectiveinstruction in language teaching. So foreign language learning and teaching are just like two sides ofa coin. In this way, what beliefs the teachers and learner have seem to be of great importance inforeign language learning. By reflection on thinking about the strategies of teaching, teachers candraw on findings to facilitate more effective instructional planning and implementation (greaterconsideration for choice of teaching methods and materials, lesson content and sequence). Moreover,the knowledge of student beliefs will make it possible for teachers to create a mode of instruction inwhich students'needs and goals are satisfied.Some researches on this topic have been done abroad while very few have been done in China.With the Humanistic approach and the social constructivist theory as a theoretical support of thisstudy and with BALLI (the Beliefs about Language Learning Inventory) and some other instrumentsas means of investigation, the main aim of this study was to consider the veracity of previousconclusions on beliefs on foreign language learning in some studies as they carried out in JISCO No.3Senior High School EFL context, and second, by directly investigating the beliefs of a large numberof EFL teachers and learners , we can precisely calibrate the gap (if any) between learners' andteachers' beliefs, and thus give empirical backing to the previous theories. Another aim was to checkthe correlation between teachers'and learners'beliefs on English language learning through thestatistics of investigation and thus, it is hoped that the findings of this study will provide insights intothe belief system of English teachers and learners in order to gain some indication as to whether andto what extent such awareness affects teaching and learning.This thesis is composed of five parts. The first part starts with the importance of teachers'beliefs in teaching and the present situation in this field, and research questions are presented: (1)What beliefs do EFL teachers and learners have on English language learning? (2) What are the similarities and differences on beliefs that teachers and learners have on English language learning?(3) Are beliefs factors related to each other?, then followed by the significance and aims of this study.Part Two clears some terms of teachers'beliefs and review the previous studies on this topic abroadand in China.The third part introduces the theoretical framework of this study too get a support for the thesis.In Part Four, some information concerning the subjects, investigation instruments, investigationprocedures and data analysis is presented. In the Fifth Part, conclusions are drawn. And the paperends with the findings and applications for teachers and learners to make effective language learning.In accordance with the conclusions, the suggestions are 1) Personal reflection thinking onteaching beliefs is necessary in foreign language teaching. 2) it is important that teachers'teachingmethodologies are compatible with (or at least have taken into account) learner beliefs.