A Research On The Correlations Between English Learning Beliefs, Learning Strategies And English Proficiency

Scholars from all around the world have made numerous researches on language learning beliefs, learning strategies and their relationship from different aspects. However, in China, the research in this field starts late and there are few researches on the correlations between English learning beliefs, learning strategies and English proficiency in universities. In light of the above situations, the author conducts this research.This subjects of the present study are from 120 juniors majoring in English in Guangxi normal university The research is aimed at exploring and discovering the situations of university students'learning beliefs and learning strategies and the correlation between the two factors and English score. The questionnaires----Belief About Language Learning Inventory (BALLI, Horwitz,1987) and Strategies Inventory for Language Learning (SILL, Oxford,1989) are used, to collect the data in the study, both of which are modified to better adjust to the education environment in China. Besides, the author takes the score of Test for English Majors Grade Four (TEM-4) as a standard. Finally, the author adopts SPSS.22.0 software to analyze and compare the collected data. This statistical analysis mainly used includes descriptive analysis (mean, standard deviation, frequency) and correlation analysis.The three questions explored in this thesis are the following:1. What English learning beliefs do university students hold?2. What English learning strategies do university students employ?3. What are the correlations between university students' English learning beliefs, learning strategies and English proficiency?The results of data analysis are listed in the following:1. Students hold diverse English learning beliefs. In the five categories of beliefs, beliefs about motivation and expectation is the strongest, and integrative motivation and instrumental motivation coexist. Students can realize the importance of learning English by learning foreign culture. They appreciate that a good pronunciation is significant and English can be improved by practicing again and again. Students think everyone is able to speak English even if they also admit that some people have the inherent ability of learning English. Lastly, students believe English is a medium difficult language.2. Students can effectively make full use of six English learning strategies to a certain extent. In the six dimensions of language learning strategies, social strategies are used the most. These Students attempt to ask questions in English, and most of them can practice their pronunciation consciously. They also like watching English movies and TV shows. They will try to look for the good ways of learning English. Facing new words, they are good at guessing and replacing the new words with similar ones. When they are afraid of using English, they will relax themselves as much as possible. Students will encourage themselves to speak English even though they are worried about making mistakes. Memory strategies are used least. They are not accustomed to using word cards or body language to memorize words.3. With Pearson correlation analysis, it is found that correlation exists between English learning beliefs and learning strategies. The two correlations are relatively strong: correlation between beliefs about language aptitude and cognitive strategies, correlation between beliefs about motivation and expectation and social strategies. English learning beliefs are not correlated to English proficiency. In six strategies, only cognitive strategies are lowly correlated to English proficiency.Based on the major findings, the author puts forward seven aspects of pedagogical implication:Firstly, right English learning beliefs ought to be nurtured. Secondly, learning strategies should be developed in English teaching and learning. Thirdly, students' integrative motivation should be aroused to improve their learning efficiency. Fourthly, students'confidence of learning English needs to be built and strengthen. Fifthly, the phenomenon of dumb English should be avoided and students need to be rendered more chances of speaking in English. Sixth, memory strategies should be introduced and used effectively. Lastly, the cultivation and maintenance of students' affective factors and their roles need to be paid attention to.