A Study of Senior High School Students’ Beliefs about English Learning and Their Use of Language Learning Strategy in Taipei County. Hsiu-Hui Lin Pey-Chewn Nancy Duo Department of Applied English, Ming Chuan University 2010/03/13. ABSTRACT.
Hsiu-Hui Lin Pey-Chewn Nancy Duo
Department of Applied English,
Ming Chuan University
(i) “Opinions or views that are held by people toward issues of foreign language learning” (Wang, 1996).
(ii) Horwitz (1988) stated that beliefs about language learning were “preconceived notions about language learning” (p.283).
(iii) Mantle-Bromley (1995) pointed out learners with positive beliefs are more likely to perform better in class.
* Therefore, it is important to discover learners’ beliefs to meet their expectations(Horwitz, 1987).
beliefs about language learning play a significant role in learning achievements and experiences (Sakui & Gaies, 1999; Schommer, 1990).
according to Horwitz (1999), it is likely that language learner beliefs have the potential to affect their learning experiences as well as actions.
And they added that they learn to think in the language and address the affective aspects of language acquisition.
Table 1: English Learning and Their Use of Language Learning Strategy in Taipei CountyMean scores, Standard Deviation and One Sample t-test of the Overall and the Five Respective Beliefs about Language Learning(N=163)
R Q 2: What language learning strategies are most frequently and least frequently used by senior high school students?
(i) The Strategy Inventory of Language Learning (SILL) was used.
(ii)The mean scores and the standard deviations of the use of the six learning strategy categories were illustrated in Table 3.
(iii) The mean of overall strategy was 3.03 (SD= .61)/ the highest one was compensation (M=3.5, SD= .72), which was used most frequently. The social strategy was used least frequently (M=2.7, SD= .76).
R Q 3: Is there any relationship between senior high school students’ beliefs about language learning and their use of language learning strategies?
(1) The participants held various beliefs about language learning, especially motivational beliefs.
(2) The students in this investigation utilized a variety of language learning strategies.
(3) Among six strategy categories, they used compensation strategies most frequently and social strategies least frequently.
(4) The students’ beliefs about language learning were related to their use of language learning strategies.