A Study Of College English Learners' Learning Beliefs And Its Correlation With Their English Achievements From The Perspective Of Classroom Interaction

In China,the traditional English teaching mode is teacher-centered.Such monotonous and dull teaching mode makes students dislike learning English,and even lose the confidence of language learning.This makes college English education face new challenges.During the last few decades,English teachers constantly try various kinds of new teaching modes in order to improve the teaching quality.However,some problems,such as students' passive performance in class,classroom silence as well as the phenomenon of "high score and low competence",etc.have still not been solved.During recent years,education in China has made great progress,which is obviously reflected in the reform and development of English curriculum.For example,the teaching mode has been transformed from teacher-centered to learner-centered.Thus,students' learning belief and its development become the hot topic of the researches in the field of SLA.On this basis,English teaching attaches much more importance to the interaction between teacher and students and that among students.Under such environment,interaction in college English class gradually becomes one of the main streams in researches in this field.This paper,starting from English learners' learning beliefs,on the theoretical basis of Input Hypothesis,Output Hypothesis,Interaction Hypothesis,the Scaffolding Theory and Constructivism,tries to explore college English learners' interactive behaviors in English class,their English learning beliefs in classroom interaction and further reveal the psychological factors behind those learning beliefs.There are two research questions:1)What is the present situation of college English learners'behavior in intensive reading class?And what kind of learning beliefs do those college learners hold about classroom interaction?2)What is the relationship between those learning beliefs and learners' English achievements?This research combines quantitative and qualitative analysis.By the discourse analysis of those participants' questionnaires as well as written and spoken discourses,this research finds that students still behave passively in English class.This can be seen from the phenomenon that in classroom activities,most students choose to keep silent.Through questionnaires and interviews,the author finds that reasons for this phenomenon come from various aspects.Among those reasons,the most important one is that students are afraid of making mistakes before teacher and students,and thus being the joke of other classmates.However,at the same time,almost all students are willing to interact in English class.They know the advantages of interactive activities and feel more confident and interesting in English study after participating those activities.The author of this paper hopes that by analyzing and revealing students' psychological factors of interaction and silence in English class,this research will provide some useful suggestions for the reform of college English teaching and learning.