According to the research results, English learning beliefs of demonstrative senior high school students in Zhongshan city are neither negative nor very positive. Besides, there exists significant differences between high score group and low score group students in foreign language aptitude, learning and communication strategies and motivations and expectations. High score group students are better at speaking English and using learning and communication strategies than low score group students. In addition, high score group students have stronger extrinsic and intrinsic motivations in learning English compared with the low score group students. However, there is no significant differences between male and female students except six items (Item 1, Item 7, Item 10, Item 12, Item 26 and Item 30). In terms of the major factors forming students’ English learning beliefs, the research findings show that there are six major factors that form demonstrative students’ English learning beliefs. They can be summarized into three dimensions: (1) factors from students: English learning experience, English foundation, previous English test scores; (2) factors from other people: English teacher’s requirements, English teaching methods; (3) factors from society: rapid social development.
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