本研究目的在於探討台北高三學生的英文學習信念和英文學習策略，並其兩者間之相關處。研究對象為台北某高中111位高三學生，同時採用質與量的研究方法，調查工具為『語言學習信念』以及『語言學習策略』之問卷，此外，本研究也使用半結構式訪談，更深入的探討。研究結果顯示，高三學生使用各種學習策略來幫助學習英文，他們最常使用的策略類型依使用頻率分別為補償策略、情感策略、後設認知策略、認知策略、社交策略，最少使用的策略為記憶策略。大體上，該群學生的學習信念是正面的，多數的學生認同英文的重要性，並表示喜歡英文，因此願意培養良好的英文會話能力。另一方面，研究結果也顯示學生有關動機的信念與多數學習策略的使用相關。然而，研究也發現學生在學習信念與學習策略上有不吻合之處。本研究最後並進一步提供英語教學上之應用與未來研究之建議。

This study aims to investigate high school students’ beliefs about language learning, language learning strategies and the correlation of both. To do this, Oxford (1990)’s Strategy Inventory for Language Learning (SILL) questionnaire and Horwitz (1987)’s Beliefs about Language Learning Inventory (BALLI) questionnaire were administrated in this study as the quantitative measurement. As for the qualitative method, this study applied semi-constructed interviews. The results revealed that these twelfth graders used a variety of strategies. They are, in the order frequency of use, compensation strategies, affective strategies, metacognitive strategies, cognitive strategies, social strategies, and, last, memory strategies. Their beliefs about language learning were overall positive for their learning. Most of the students endorsed the importance of English and were fond of English, thus willing to learn to speak well. The Pearson Correlation also revealed that their motivations related to the use of the most strategies. Nonetheless, the results also found mismatches between their strategy use and language learning beliefs. At the end of this study, pedagogical implications and suggestions based on the results were provided.

Table of Contents	IV
List of Tables	VI
Table of Figures	VIII
Chapter 1 INTRODUCTION	1
Background and Motivation	1
The Purpose of the Study	4
Research Questions:	4
Terminology	4
Chapter 2 Literature Reviews	6
Language Learning Beliefs	6
Definitions	6
Learners’ Belief System	8
Studies on Language Learning Beliefs	9
Language Learning Strategies	12
Definitions	12
Typology	13
Studies on Language Learning Strategies	20
The relationship between language learning beliefs and language learning strategies	24
Chapter 3 Methodology	29
Participants	29
Instrumentation	30
Quantitative Methods	30
Qualitative Method	33
Data Collection	34
Date Analysis	34
Chapter 4  Results and Discussions	35
Quantitative results	35
Language Learning Beliefs	35
Language Learning Strategies	44
The Relation between Language Learning Strategies and Beliefs	58
Qualitative Results	65
The Results of Interviews	65
Discussions	74
Discussions on Results from BALLI	74
Discussions on Results from SILL	78
Discussions on the Relation between Language Learning Strategies and Beliefs	82
Discussions on interview results	86
Chapter 5 Conclusions, Implications, and Suggestions	88
Conclusions	88
Pedagogical implications	90
Limitations of This Study	92
Suggestions for further research	92
References		95
Appendix 1 Beliefs about language learning inventory (English version)           113
Appendix 2 Strategy Inventory for Language Learning (English version)	105
Appendix 3 Beliefs about Language Learning Inventory (Chinese version)	108
Appendix 4 Strategy Inventory for Language Learning (Chinese version)	111
Appendix 5 Background Survey Questionnaire	115

List of Tables
Table 2.1  Tarone’s strategy classification	14
Table 2.2  Rubin’s classification scheme	16
Table 2.3  Oxford’s language learning strategy system	19
Table 3.1  Questions used in the student interviews	33
Table 4.1.1  Frequency(%), mean and standard deviation of the BALLI’ items on foreign language aptitude.	36
Table 4.1.2  Frequency(%), mean and standard deviation of the BALLI’ items on the difficulty of language learning.	37
Table 4.1.3  Frequency (%), mean and standard deviation of the BALLI’ items on the nature of language learning.	39
Table 4.1.4  Frequency (%), mean and standard deviation of the BALLI’ items on learning and communication strategies	40
Table 4.1.5  Frequency (%), mean and standard deviation of the BALLI’ items on motivations.	41
Table 4.1.6  The ten items with the highest means and the ten items with the lowest means on BALLI	43
Table 4.2.1  Frequency (%), mean and standard deviation of the SILL’s items on memory strategies.	46
Table 4.2.2  Frequency (%), mean and standard deviation of the SILL’s items on cognitive strategies.	48
Table 4.2.3  Frequency (%), mean and standard deviation of the SILL’s items on compensation strategies.	50
Table 4.2.4  Frequency (%), mean and standard deviation of the SILL’s items on metacognitive strategies.	51
Table 4.2.5  Frequency (%), mean and standard deviation of the SILL’s items on affective strategies.	53
Table 4.2.6  Frequency (%), mean and standard deviation of the SILL’s items on social strategies.	54
Table 4.2.7  Rank ordering of the strategy categories according to frequency of usage	55
Table 4.2.8  The ten strategies with the highest means of use frequency and the ten strategies with the lowest means of use frequency	57
Table 4.3.1  Items Correlation Coefficients between BALLI and SILL over 0.400	59
Table 4.3.2  Paired items with correlation coefficient over .400.	61

Table of Figures
Figure.1 Dansereau’s overview of the learning strategies system …………………..16
Figure 2 Abraham and Vann’s Model of Second Language Learning………………25

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