A Survey Study Of Ningbo University In The Framework Of Metacognitive Knowledge

The degree of success in language learning is determined by many factors, one ofwhich is learners' language learning beliefs which have a profound influence onlearning behaviors and learning outcomes.The author recognizes the need to help language learners reflect upon and refinetheir beliefs and knowledge about learning, reviews selected theoretical and researchliterature, and designs a survey study in the framework of metacognitive knowledge,classifying beliefs into three major factors — person, task and strategy factors.The current study explores the beliefs of learners within a College English Coursecontext in Ningbo University, East China. Students' language learning beliefs aredescribed, belief differences between below- and above-average students areexamined, mistaken and uninformed beliefs about language learning are identified,and implications derived from the findings for improving college English teachingand learning are suggested.This study of learners' language learning beliefs, in the framework of metacognitiveknowledge, chooses quite a new angle of view in the area of belief studies, andenhances our understanding of learners' language learning beliefs which play anactive role in the process of language learning.