A Study On English Learning Beliefs Of Yi Senior High School Students In Liangshan And The Modeling Construction Of Influencing Factors

A large number of researches demonstrated that learning beliefs,as a crucial part of individual differences,has a significant impact on students' learning process and learning results.Liangshan Yi Autonomous Prefecture is the largest Yi inhabited area in China.It has become an important part of the educational target of Liangshan Yi Autonomous Prefecture to cultivate Yi students with the spirit of the times and international vision.Through literatures exploration,it was found that there were few researches on Yi Students' English learning beliefs.With the rapid development of society and the deepening of college entrance examination English reform,it was particularly essential to explore the current situation of Yi Students' English learning beliefs in Liangshan and the relationship between it and their English learning performance.Therefore,the author employed the mixed method,and employed Beliefs About Language Learning Inventory(BALLI)designed by Horwitz as the blueprint to conduct a questionnaire survey on 400 Yi students in Xichang City,Liangshan Yi Autonomous Prefecture.In addition,six randomly selected students were interviewed in a semi-structured way for qualitative analysis.SPSS and AMOS were used for quantitative data analysis.The present study aims at answering the following two questions:(1)What is the status quo of Yi senior high school students' English learning beliefs in Liangshan Yi Autonomous Prefecture?(2)What is the relationship between the five dimensions of English learning beliefs and academic performance in structural equation modeling?First of all,the results illustrated that in general,although most students thought that English learning was not difficult,the Yi-Chinese bilingual language environment has become the biggest obstacle in the process of English learning.The differences of word order between Yi language and English would bear upon students' Englishcognition to a great extent.Secondly,most of the students were more inclined to attribute the results of English learning to their individual talents,and believed that girls had more language advantages than boys.Thirdly,the majority of the students were exceedingly positive about the importance of translation,grammar and vocabulary in English learning.They claimed that accurate pronunciation was extremely meaningful,and they were eager to improve their oral ability.Finally,in the structural equation modeling,it can be determined that five latent variables(five dimensions of language learning beliefs)are positively correlated with the observed variable(academic performance).Among them,the learning and communication strategies had the greatest impact on English performance,followed by the difficulty of language learning,while the nature of language learning and the learner motivations and expectations and the foreign language aptitude had a slight impact on students' academic performance in turn.Additionally,the five latent variables were also related to each other,which together affected students' English academic performance.This study enriched the research of English learning beliefs in Liangshan Yi senior high school students' English learning,and put forward suggestions to improve students' English learning beliefs.In addition,this study also showed that the application of structural equation modeling and AMOS in second language acquisition investigation.