An Empirical Study on English Learning Beliefs for Art Students in Higher Vocational College

Abstract

English teaching methodology is the external factor of learning rather than internal factor that can play a decisive role in learning to a large extent. Many researchers have gradually switched their attention to probing into various factors that affect English achievements from the perspective of students, which is called individual differences research and have become one of the research priorities. What beliefs learners hold will have direct influence on the choice of English learning strategies as well as the ultimate effect of learning. For this reason, vocational English teachers should strive to help students establish positive and beneficial English learning beliefs and get rid of the negative and detrimental English learning beliefs, with a view to helping them to improve their English proficiency.