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Chapter 1 Introduction

1.1 Past studies on beliefs
Recent advances in second\foreign language learning (SLA\FLA) have lead to livelydebates concerning the significance of individual differences (IDs) as a result of the failureof the universal tradition (on external factors, especially the teacher-focused models) toaccount for the diversity of paths people follow to achieve the same learning outcomes.Researchers found that learners' learning strategy is one of the key factors which influencelearners* outcomes (Wen, 1996). And the choice of learning strategies is influenced byvarious variables, one of which is learners* beliefs about language learning. And Horwitzargues that preconceived beliefs are likely to restrict learners' range of strategy use.Abraham and Vann (1987) also suggested that learners' beliefs about how languageoperates and consequently how it is learned affect the variety and flexibility of theirstrategy use.From the reports, more and more researchers have been aware of the high rank ofbeliefs about language learning among learner factors that influence language learning.Figure 1 (Ellis, 1994) presented the role of beliefs about language learning in individuallearner differences research.
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1.2 The status quo of English learning in Chinese context
English teaching in China is a complicated and tortuous course. Wen(2004) states thatthere is no natural speaking environment like Singapore or India where English is used as alingua franca among different linguistic communities; the English teachers are localChinese among whom very few have obtained the chances to pursue their studies abroad.In this non-native setting, English learning became more difficult. Furthermore, a largenumber of people in China leam English not because they are really interested in learningit, but for gaining the opportunities of furthering their study, getting promoted, etc.In the classroom, English teachers may easily find that students are quite different.Some seem to pick up the new language with amazing ease, but there are certainly someothers who are just the opposite. They spend much more time in learning English thanothers, but the result is far from satisfaction. English learning seems to be anunaccomplished task for those students. The sieve-like memory and low achievementresult made English a straggle and an uphill task for both teachers and English learners.This “high investment, low effect" phenomenon made both teachers and studentsdiscouraged and disappointed in English learning. Gradually, some students lose learninginterest and performed in the tendency of giving-up.
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Chapter 2 Literature Review

2.1 Key terms and delimitations
It is necessary to trace its source for the fundamental understanding of the meaning ofbelief about language learning. Belief has its historical origins in different areas. The concept of belief originated in ancient Greece, Plato and Aristotle used it in theirwritings to express a lower concept than the level of knowledge. In the traditionalphilosophical literature, knowledge is thought to depend on a "truth condition" or warrantthat compels its acceptable as true by a community (Green, 1971; Lehrer，1990，cited inRichardson, 2003). Prepositional knowledge, then, requires ep本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。