A Research On The Correlation Between Senior-high-school Students’ English Learning Beliefs And Learning Strategies

Researches have been shown that learners’ language learning beliefs would affect their language learning strategies. Many researchers who were at home and abroad have done lots studies on the relationship between the two factors. However, the subjects were almost college students, and postgraduates, not taking the high school students into consideration. Concerning about the fact, the author wanted to go on such a study about the senior high school students’ English learning beliefs and their language learning strategies use.The present study takes220students from Yongfeng Second Middle school as the subjects. Two questionnaires of Belief About Language Learning Inventory (BALLI, Horwitz,1987) and Strategies Inventory for Language Learning (SILL, Oxford,1989) were used to collect the data in the study, which was modified to adapt to our country’s education environment. All the collected data were computed into SPSS17.0to do descriptive analysis (Means, S.D, and Frequency) and Pearson correlation analysis. Based on these information, the author will use self-efficacy theory and expectancy-value theory to explain the results.The findings recovered that the senior high students in China held various beliefs about language learning, and there was no difference between the two genders in this aspect. Results also revealed that he senior high school students did not usually use the language learning strategies, except the metacognitive strategies, and there were some differences between the two genders in the aspect of using language learning strategies. The study also discovered that here were certain correlations between learners’beliefs and the strategies use, but not so significantly.