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n the relationship among........42
4.5 Independent sample t test of language learning........49
4.6 Analysis of the subjects' interview........ 51
5. Conclusion ........55
5.1 Major findings ........55
5.2 Pedagogical implications........ 56
5.3 Limitations of the study........ 58

4. Results and discussion

4.1 Descriptive analysis on language learning belief
The items in the Beliefs about Language Learning Inventory are grouped into fivefactors: foreign language aptitude, the difficulty of language learning, the nature of languagelearning, learning and communication strategies, and motivations and expectations. Theresponse frequency in percentage to the five factors will be displayed one by one on the basisof a five-point Likert scale ranging from "l=strongly disagree", "2=disagree", "3=notcertain", "4=agree", "5=strongly agree". Responses are displayed for each item. Means andstandard deviations will be reported in each table. They believe they canleam English well though their personal endeavor. As for item 18, it has a lowest mean scoreof this group (M=2.45). In other words, the students don't think girls are better in Englishlearning than boys. It shows that the gender difference in English learning is indifferent forthe subjects. Boys can also leam language well only if they study hard and pay much attentionto English learning.
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Conclusion

Based on the reviews of the previous related studies, this dissertation carried out a studyon the relationship among language learning belief，learning strategy and English proficiencyachievement of non-English majors at a vocational college. The followings are the majorfindings of the study:First of all, the findings indicate that the non-English majors of vocational collegeposses a variety of beliefs in English learning. The students who have got high grades inEnglish tests tend to believe they have language aptitude. Most of them think English is atleast of medium difficulty. And they give much importance in grammar and vocabularylearning. Meanwhile, they attach importance to listening and speaking, as well as learningenvironment and knowing the culture of the English-speaking countries. Some students cantolerate errors and they think the fluent communication is more important. In addition, theyare highly motivated in learning English, and having an objective of learning English.
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Reference (omitted)

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