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用Horwitz(1983,1988)的BALLI量表调查151名非英语专业大一新生以及113位初一学生的英语学习信念,并比较两个阶段学生的英语学习信念的异同,结果表现为:初一和大一学生有些英语学习信念基本相同,但在每种信念下具体实施方面则有较大不同,这对教学来说极为重要。大一学生的英语学习信念相对来说更加积极、正确和现实。但是两个阶段的学生都有些不现实的、消极的甚至不正确的英语学习信念。掌握彼此的优缺点及信念特点,有利于帮助他们改变那些不利于英语学习的信念,形成良性的英语学习信念。
Using the BALLI scale of Horwitz (1983, 1988), we investigated the English learning beliefs of 151 non-English major freshmen and 113 first-year students and compared their similarities and differences in English learning beliefs. The results showed as follows: And some freshman English learning beliefs are basically the same, but under each belief in the specific implementation aspects are quite different, which is extremely important for teaching. Freshman English learning beliefs are relatively more positive, correct and realistic. However, students in both stages have some unrealistic, negative or even incorrect English learning beliefs. Grasping each other’s strengths and weaknesses and beliefs, help them to change those beliefs is not conducive to learning in English, the formation of a healthy belief in English learning.