A Study On The Relationship Among English Learning Beliefs,Learning Strategies And Achievements Of Senior High School Art Students

In the field of second language learning,researchers have always attached great importance to the individual differences of learners,focusing on exploring the impact of learner factors on academic achievement.According to Ellis’(1999)framework structure model of learner’s individual difference research,one of the purposes of individual difference research is to explore the intrinsic complex relationship among learning beliefs,learning strategies and academic achievement.This thesis will comprehensively consider the English learning beliefs and learning strategies of the special group of high school art students,as well as their relationship with learners’ learning achievement,in order to reveal the degree of influence of English learning beliefs and learning strategies on academic achievement.This study will study the relationship among high school art students’ English learning beliefs,language learning strategies and academic achievement from the following aspects.First of all,it tries to understand the current situation of high school art students’ English learning beliefs,learning strategies and academic achievement.Secondly,it discusses the relationship between high school art students’ English learning beliefs,learning strategies and academic achievement,that is,the interaction between high school art students’ English learning belief and learning strategy,and the influence of high school art students’ English learning beliefs and learning strategies on their academic achievement.Finally,the path model between high school art students’ learning belief,learning strategy and academic achievement is drawn.In order to explore the above aspects from the actual teaching,the study selected the second-year students of an art high school in Kunming as the research subjects.These students are from different regions of Yunnan Province.The population of participants in the questionnaire is 135,and there are 132 valid questionnaires.According to high school art students’ differences and characteristics,this study adopts their final test papers,learning beliefs questionnaire and learning strategies questionnaire as research instruments.Among them,the Learning Beliefs Questionnaire is a modified questionnaire which is based on Horwitz’s Beliefs about Language Learning Inventory,namely BALLI,which investigates the English learning beliefs of Chinese high school art students.The language learning strategies questionnaire is an adjustment based on Oxford’s Strategy Survey of Language Learning,which results in 30 projects and a two-dimensional learning strategy questionnaire.After analysis by data analysis software SPSS 22.0,it is found that:(1)the overall use of English learning strategies by high school art students is at the general level.The average value of English learning beliefs is not high,and it is at a medium level.(2)As far as gender is concerned,the two groups of male and female show differences in the breakdown factors of all English learning beliefs.There are subtle differences in the use of strategies.Specifically,the female group was slightly more frequent in the use of indirect and direct strategies.As far as ethnic groups are concerned,the English learning beliefs of high school art students of different ethnic groups are at the middle level,although there are differences in English learning beliefs of art students of different ethnic groups,but the differences are not obvious.The use of learning strategies for art students from Han and ethnic minority high schools is at a moderate level.(3)There is a significant positive correlation between high school art students’ English learning beliefs and English learning strategies.English learning beliefs have entered the regression equation model of learning strategies,and the overall holding of English learning beliefs can explain the variance of 25.9% of the overall use of strategies.(4)After establishing the regression equation model of English learning belief,learning strategies and academic achievement of high school art students,it is found that learning strategies and learning beliefs can explain the variance of English learning achievement of 15.7%,and show that the combination of learning strategies and learning beliefs can effectively affect academic achievement to a certain extent,and can predict academic achievement to a certain extent.Based on the findings,the author puts forward the following suggestions from the point of view of real teaching for the cultivation of English learning beliefs of high school art students and the training of learning strategies:(1)Teachers can give special lectures on Knowledge of English,or they can combine background activities with English teaching in the classroom.Teachers have diversified ways to stimulate students’ interest.Students will have a better understanding of English and learning English actively.(2)Teachers can design class activities and after-school exercises from easy to difficult,simple to complicated,or set up layered exercises in their daily teaching activities.(3)Teachers can be based on the individual characteristics and differences of different students,to popularize knowledge concepts and train learning strategies.Teachers can also take individual regulation as a supplement,so that students’ English learning achievements will have a certain improvement.