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retical significance to investigatethe teacher-and-peer support,learning beliefs and learning satisfaction in Englishlearning.It will aid in enriching research tools and clarifying relationships betweenthese factors.

Chapter Two Literature Review

2.1 Studies on Teacher-and-Peer Support

2.1.1 Definitions of Teacher-and-Peer Support

Scholars define teacher-and-peer support based on different theories.From theperspective of self-determination,scholars opine that during their learning process,students could perceive cognitive support(Skinner et al.,2008),emotional support(Skinner&Belmont,1993),as well as autonomy-oriented support(Wellborn&Connell,1987)from their teachers and peers.On the other hand,scholars defineteacher-and-peer support based on Tardy’s(1985)social support framework.Socialsupport is defined as the information leading an individual to believe that he or she isa member of a network of mutual obligations and he or she is cared for,loved,esteemed by other members(Cobb,1976).From this perspective,teacher-and-peersupport can be viewed in both broad and narrow ways.In the broad way,it is definedas informational,instrumental,emotional,or appraisal support from teachers andpeers in any environment(Malecki&Demary,2002).The narrow one views it in theform of help,trust,friendship and interest only in a classroom environment(Fraser,1998;Aldridge et al.,1999).

Scholars also define teacher-and-peer support separately.As for teacher support,Ouyang(2008)believed that it refers to teachers’behavior and attitude perceived bystudents in their learning life,mainly including learning support,ability support andemotional support.A number of scholars have conducted studies on different types ofteacher support.For instance,Wehlage(1989)defines teachers’emotional support asthe positive concern expressed by teachers towards their students,as well as theirability to understand and help students resolve issues such as academic emotions andgrowth confusion.

2.2 Studies on Learning Beliefs

2.2.1 Definitions of Learning Beliefs

Beliefs are the central constructs that deals with individuals’learning behaviorsin every discipline(Fishbein&Ajzen,1975).Researchers have caught sight of theirinfluence on language learning and done profound research on students’languagelearning beliefs.

Different researchers use different terms to describe learning beliefs,such as“learners’philosophy”raised by Abraham and Vann(1987),“learners’mini-theory”raised by Hosenfeld(1978)and“learners’subjective theory”raised by Grotjahn(1991).Hotwitz(1987)first used“beliefs”to refer to preconceived ideas from foreignlanguage learners and teachers about how languages were learned,which might bedifferent from learner to learner because of individuals’own widely differingbackgrounds and experiences.Thereafter,the term“beliefs”has been widelyacknowledged and used in numerous studies.

While defining the term“beliefs”,most researchers hold that beliefs are rooted inevaluation and judgment,thereby conveying a subjective and evaluative nature.Wenden(1991),who supports Horwitz’s definition,believes that learning beliefsencompass a set of views regarding language knowledge,skills and communicativecompetence.Learning beliefs reflect learners’understanding of the nature,process,and factors influencing their language learnin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。