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ust beginning to be establishedand developed. At this stage, students tend to have clearer learning aims but most ofthem would experience more pressure of university entrance exam. Although their learning beliefs have undergone changes from the traditional teaching influence tosocial activities，the learning methods they adopt are still traditional. At the sametime, senior high school is the most important period of knowledge accumulation forindividual body and mind development. Students' English learning beliefs andstrategies have unique contents which differ from other age ranges and can helpprepare them for college life in the future; and on the other hand they are sensitiveand open-up for new influences to improve themselves. Therefore, teachers shouldtake this opportunity to cultivate students' positive learning beliefs and reduce theirnegative ones. Only in this way can we stimulate and maintain their positive learningbeliefs and enhance language learning skills.

Chapter 2 Literature Review and Important Concepts

2.1 Literature Review
This part focuses on the review of relevant studies, generally the relationshipbetween learning beliefs and learning activities and particularly the studies ofspecific language learners, through which a general conception of the presentresearch is inspired. With careful review of those studies, the author will disclose thedeficiencies therein, thus justify the feasibility of the present research.

2.1.1 Learning Belief and Learning Strategy
Over the years a great deal of researches have been carried out into learnervariables which might affect language learning (such as nationality, age, gender, andmotivation among many others). The variable on which the present article will focusis students' language learning strategy use. In the years since Rubin (1975) broughtthe concept of language learning strategies to a wide audience, the term has beennotoriously difficult to define and consensus has been elusive. For the purposes ofthe present article, language learning strategies will be taken to mean activitiesconsciously chosen by learners for the purpose of regulating their own languagelearning.

Chapter 3 Experiment Design........ 34-40
    3.1 Purpose and Hypothesis ........34-35
    3.2 Subjects ........35
    3.3 The Investigation Research Questionnaire........ 35-40
        3.3.1 Questions concerning English Learning Belief ........35-37
        3.3.2 Questions concerning English Learning Strategy........ 37-40
Chapter 4 Data Collection and Analysis........ 40-46
    4.1 Data Collection........ 40
    4.2 Data Analysis ........40-46
        4.2.1 Analysis of Learning Belief........ 40-42
        4.2.2 Analysis of Learning Strategy........ 42-44
        4.2.3 Analysis of Correlations........ 44-46

Conclusion

As a learner begins to learn a foreign language, he should have anunderstanding of the process and how it may affect himself. Rubin andThompson(2004) gave their advice:“Language learning is a long Process.Language learning is 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。