A Correlation Survey On Senior School Students' Beliefs, Styles And Achievements In English Learning

In the area of language acquisition,most researchers find that learners' own factors are important aspects that affect learners' academic performance.The learning concept in the constructivist learning theory clarifies that the process of learning is not the simple process of imparting knowledge by teachers,but also the process of constructing knowledge by learners.The learning is not the learner's passive reception of information,but also the active construction.The learners study according to their experience and beliefs to process new knowledge.Therefore,the research of recent years tends to study learners rather than other external factors,and there are many factors that affect learners' learning.Among them,learning belief and learning style are extremely important factors among them.So far,there have been many studies on learners' learning style,learning belief,and achievement.However,it is not difficult to find that few of these studies have studied learning styles,learning belief,and achievement synthetically.Most of them studied separately,and most of these studies focus on college students or non-English major students,there are few studies decided high school students as subjects of study.Therefore,this survey used high school students as research objects,and put learning style and learning belief together.The purpose is to investigate the relevance of high school students' English learning belief,learning style and academic achievements.The core question of the survey is: How is the intrinsic relationship among high school students' English learning belief,learning style and achievement(BSA)characterized?According to the survey question,200 students from second grade of a middle school in Yan'an were selected as the survey objects,the overall level of their learning style and learning belief were investigated by using the way of questionnaire survey.In addition,it also analyzed the relationships between high school students' English learningbelief and achievement,and between learning style and achievement,and between English learning belief and learning style.Finally,from the perspective of high and low-proficiency group,the relationships among achievement,English learning belief and learning style are further explored.The questionnaires include Horwitz's Learning belief questionnaire and Oxford's Learning Style Questionnaire.The study yields the following results:(1)High school students' English learning beliefs are different.Most students' English learning beliefs are positive,but there are still a few students whose learning beliefs are negative;(2)The learning styles of high school students are different.The data shows that the high school students' learning style is generally biased towards visual,intuitive and extroverted;(3)There is a correlation between high school students' English learning belief and their achievement,especially in the dimension of learning motivation;(4)There is a correlation between high school students' learning style and achievement.The types of learning styles with more obvious correlations are visual,intuitive,closure-oriented and sequential.(5)There is a difference of the English learning belief between the high and low-proficiency groups.The obvious difference is in the dimension of learning and communication strategies.(6)There is a difference of the English learning style between the high and low-proficiency groups,but the differences are relatively small.The most obvious difference is the visual style.According to the survey results,there are relationships among high school students' English learning belief,learning style and English achievement.Therefore,this research can give some advice to English teachers as following:(1)Teachers can help students definite their learning beliefs and develop positive learning beliefs through teaching activities,and teachers can help students eliminate or correct negative learning beliefs;(2)In the process of teaching,teachers can help students develop learning styles that are more suitable for themselves.(3)Teachers can adjust teaching methods to adapt and match the students' learning beliefs and learning styles to achieve better teaching results.