A Study On Senior High School Students' English Learning Beliefs

English learning beliefs are learners' opinions and ideas on English and English learning,which have deep influence on students' learning behaviors and learning achievements.However,according to the theses from CNKI,there are limited studies on senior high school students' English learning beliefs.This study tries to investigate senior high school students' English learning beliefs and explores the difference in senior high school students' English beliefs between different proficiency groups and genders.This study investigates 189 senior high school students selected randomly from No.3 middle school,Neijiang,Sichuan province.Two instruments are utilized in this study –a modified version of Horwitz's BALLI and an interview.The research questions of this study are:(1)What is the overall situation of senior high school students' English learning beliefs?(2)Are there any differences in English learning beliefs between high proficiency and low proficiency students? If any,what are they?(3)Are there any differences in English learning beliefs between male and female students? If any,what are they?With the data analyzed by SPSS 21,the results of this study are showed as follows:(1)The overall situation of senior high school students' English learning beliefs stays at a medium level.Students show a higher level of motivations and expectations.Most students think English is a language of medium difficulty,but they are not gifted English learners and lack of confidence.And students have a comparatively clear understanding of nature of English and learning strategies,but they cannot use communicative strategies commendably.(2)There are significant differences between high and low proficiency students in English learning beliefs.Compared with low proficiency students,high proficiency students think English is easier.High proficiency students believe that they have English aptitude,while low proficiency students hold an opposite opinion.High proficiency students have a profound understanding of nature of English and learning strategies,and they are good at using communicative strategies.At last,high proficiency students have stronger learning motivation.(3)There is no significant difference between male and female students in English learning beliefs.According to the findings,the study suggests that it is important for English teachers to learn about students' English learning beliefs comprehensively and help students form positive beliefs.The countermeasures are as follows:(1)In view of the fact that students' overall English learning belief is only at a medium level,teachers should,at first,strive to help students improve their confidence and interest in English learning.According to the overall situation,teachers should increase students' confidence in English learning and arouse students' learning interest.(2)By using multimedia technology and resources,teachers can strengthen English communicative competence in the classroom teaching.(3)Teachers should pay attention to the application of students' English learning strategies.(4)Teachers should implement hierarchical teaching for students at different levels.(5)Students should actively summarize their experience of English learning and reflect on their problems.