本文是一篇英语论文，本研究旨在调查中山市示范高中学生的英语学习信念，找出英语学习信念的性别差异以及高分组学生和低分组学生的差异，并讨论形成英语学习信念的因素。
Chapter 1 Introduction
1.1 Background of the Study
Two main reasons for choosing this topic of the present study are presented. The first one is from the perspective of present English teaching situation, the second one is from the implication of previous findings.
From the angle of present English teaching situation, due to the impact of the exam-oriented education philosophy, many English teachers in senior high schools tend to focus on teaching students’ English knowledge and skills while many of them ignore training learning strategies on students by understanding students’ English learning beliefs.
Zhang Lehua and Yang Sishuo (2007) put forward that the positive English learning beliefs can facilitate students to select the appropriate learning strategies and improve students’ English learning efficiency, which may help students promote their academic performance. However, the negative beliefs may hinder students’ English learning, which may lead to the inefficiency of English learning. Therefore, it’s indispensable to conduct a survey to investigate English learning beliefs of senior high students, which can assist English teachers to understand the current situation of senior high students’ English learning beliefs and make English teachers be aware of the importance of students’ English learning beliefs.
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1.2 Purpose of the Study
Based on the previous studies related to language learning beliefs, this study aims to investigate the current situation of English learning beliefs of senior high students in demonstrative schools in Zhonshan city, finding out the differences of English learning beliefs between high score group and low score group students, male and female students, and identifying the major factors which form the English learning beliefs. To be more specific, this study attempts to answer the following four questions:
(1) What’s the current situation of English learning beliefs of senior high students in demonstrative schools in Zhongshan city?
(2) Are there any differences in English learning beliefs between students in high score group and low score group? If there are any differences, what are they?
(3) Are there any differences in English learning beliefs between male and female students? If there are any differences, what are they?
(4) What are the major factors which form the English learning beliefs?
For the purpose of answering four questions above, the author adopts the quantitative and qualitative research methods to carry out the present research. By doing so, this study hopes to get a descriptive picture about senior high students’ English learning beliefs, which paves the way for senior high English teachers to take some actions to assist students to form the positive English learning&
