A Correlation Study On English Learning Beliefs And English Learning Anxiety Of Science And Engineering College Students

For years, both English learning beliefs and English learning anxiety have attracted lots of attention from many scholars at home and abroad. However, few of them have conducted study on science and engineering college students’English learning beliefs and English learning anxiety. Moreover, the correlation between them has been seldom investigated.This thesis primarily aims at solving the following questions:1) what are the features of science and engineering college students’English learning beliefs?2) What are the features of science and engineering college students’English learning anxiety?3) Is there any correlation between their English learning beliefs and English learning anxiety?4) Is there any differences on beliefs about language learning between high-anxiety and low-anxiety students?The subjects of this study were162senior college students who are majoring in Ground Motor Weapon Engineering in North University of China. The author tries to explore the general features of their English learning beliefs and English learning anxiety; the relationship between them and the differences on beliefs about language learning between high-anxiety and low-anxiety students. The instruments used in the study are College English Learning Beliefs Questionnaire and Foreign Language Classroom Anxiety Scale. Items in questionnaire are stated in Chinese in order to achieve participants’ better understanding. All the data were processed and analyzed by SPSS19.0. Major findings indicate that:1) English learning beliefs held by science and engineering college students are comparatively definite. In general, some of their English learning beliefs are positive and right while some are passive and restricted;2) English learning anxiety level of science and engineering college students are at medium level;3) Among seven categories of English learning beliefs, science and engineering college students’ self-efficacy beliefs, along with beliefs about learning and communication strategies are negatively correlated with their English learning anxiety;4) There are significant difference on self-efficacy beliefs and motivational beliefs between high-anxiety students and low-anxiety students.This thesis presents the following implications for both teaching and learning. On the one hand, English teachers should help students correct unrealistic English learning beliefs, boost their self-efficacy and reduce their English anxiety. On the other hand, students themselves should be confident in their abilities to learn English and work hard to achieve their desired goals.