A Study Of The Relationship Among Language Learning Belief, Learning Strategy And English Proficiency Achievement Of Students At A Vocational College

Students always have various pre-existing language learning beliefs in English learning, and different students adopt different learning strategies. Only if we comprehend students’ language learning beliefs systematically and provide some correct guidance for the students’ learning, the use of students’language learning strategies would be improved. Thus, it could be helpful for students’learning efficiency improved.This study tries to investigate the relationship among language learning belief, learning strategy and English proficiency achievement of students at a vocational college.The survey involved one hundred and twenty freshmen in Wuhan Commercial College. It was conducted based on Strategy Inventory about Language Learning by Oxford (1990) and Beliefs about Language Learning Inventory by Horwitz (1987). With the help of SPSS19.0, descriptive analysis, independent sample T test, correlation analysis, multiple regression analysis are employed in this dissertation to get the following main findings:1. The participants hold a variety of language learning beliefs. They have a strong desire and motivation for English study, but it’s mainly instrumental motivation. They prefer to have a better job opportunity and pass the examination. Most of the students believe they can learn English well and if they try hard they can achieve success. The students who get high grades think they have a talent of English learning. They emphasize the importance of repeating and practicing. Guessing, memorizing and self-management are also helpful in language learning.2. As for learning strategies, the subjects seem to have an effective use of language learning strategies in English learning. To be specific, the vocational college students’use of memory strategy is optimistic. They can use various methods to memorize words. As for cognitive strategy, the students would repeat or rewrite words or practice pronunciation. Students tend to use guessing and synonyms for compensation strategies. Moreover, they set objectives and learning plans for their English improving. As for affective and social strategies, they could encourage and relax themselves and take part in the cooperation.3. Pearson correlation analysis reveals that there are correlations between language learning belief and learning strategy. Beliefs about learning and communication strategies are significantly related to all the strategies. Learner motivation and expectation is significantly related to memory strategies, cognitive strategies and meta-cognitive strategies. However, difficulty of language learning is negatively related to social strategies..4. The findings of multiple regression analysis illustrate that belief factors entering the regression model can predict14.2%variance in proficiency achievement and98.5%variance in learning strategy use. What’s more, language learning strategy shows82.1%variance in proficiency achievement.5. Independent sample T test analysis reports that there are differences between high-level and low-level students in language learning belief.Based on the above research findings, the author got some implications for teaching. First of all, the teachers should foster students’ correct learning beliefs. For example, the teachers should strengthen the students’ pre-existing correct learning beliefs and provide some guidance for their wrong learning beliefs. Besides, try to plan the class activities more scientifically and reasonably. Secondly, the teachers should cultivate the students’use of various strategies, especially the meta-cognitive strategies, affective strategies and social strategies. Meta-cognitive strategies can help students choose appropriate learning goals and supervise their current study. While affective strategies can help encourage themselves, reduce anxiety and keep strong motivation. Social strategies can help students try to seek cooperation and understand some cultural background information about the English-speaking countries.The findings of this research further confirm that the correlation between language learning beliefs and learning strategy. The students’learning beliefs may affect their choice of language learning strategy. Therefore, in the concrete language learning, the language teachers should help students build positive belies which can facilitate language learning. Thus, their English learning can improve greatly.