An Investigation Of Learners' Beliefs About Language Learning And Language Learning Strategy Use

With the emphasis on learners and learning increasing, the strategies that learners employ to understand, learn or remember information have been the primary concern of the researchers in the field of foreign language teaching and learning. The choice and use of language learning strategies by learners may be influenced by many factors. Among them are learners? beliefs about language learning. What beliefs do learners hold about foreign language learning? Which strategy or group of strategies do learners usually use? How are foreign language learner's beliefs about language learning related to their language learning strategy use? The present study addresses these questions by investigating college EFL (English as a foreign language) students?beliefs about language learning and their use of learning strategies. The study found that the subjects were generally instrumentally motivated , and had high expectation about English learning. However, they did not have very strong sense of self-efficacy. As for language learning strategy use, it seemed that learning strategies meant a very limited and restricted inventory of strategies or techniques for the subjects, therefore, it was found that the subjects actively and consistently used only a few of the learning strategies listed in the questionnaire. This study also found that language learners?self-efficacy beliefs about learning English were related to their use of many types of language learning strategies, especially, functional practice strategies. Also, learners? beliefs about formal structural studies were negatively correlated with the use of compensation and reasoning strategies. The close examination of the items listed in the questionnaire found that the subjects had some conflicting beliefs and strategy usage. In addition, the results of this study suggested cyclical relationships between learners?beliefs and strategy use. Finally, the pedagogical implications were discussed. Language teachers should try to foster positive beliefs that lead to effective learning strategy use and minimize negative beliefs that inhibit language learning. Teachers?teaching methodologies should also be compatible with (or at least, take into account) learners?beliefs. In addition, students?awareness of active strategy use should be enhanced and strategy instruction is necessary to facilitate students?language learning. Further research was recommended. Students?individual differences which may. influence learners?choice and use of learning strategies, deserve great concern and teaching methods should be taken into account, when learners?strategy use is further studied. To obtain more detailed data, interviews are necessary.