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Studies of learner beliefs and learning strategies have been carried out by many scholars in both ESL and EFL contexts in SLA. However, there is still a paucity of studies done on the Chinese minority nationality learners of English. Using a questionnaire survey among 510 English-major participants, the author of this book attempted to investigate learner beliefs and learning strategies held by the ethnic minority nationality English- major undergraduates, illustrate characteristics of the learner beliefs and learning strategies of these learners, make comparisons with relevant previous studies and analyze the interrelation between learner beliefs and strategies, and study how the two sets of variables correlate learners´ English achievement. The major findings from the rich data should help shed some light on EFL learning and teaching in the ethnic minority regions in China, and should be especially useful to the language educators and teachers in how to guide learners to become more independent and more self-aware learners and make more effective decisions about their own learning.

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Hongyan Yang: MA in Applied Linguistics at Zhejiang University of China. She is currently a PhD candidate in Applied Linguistics at Macquarie University of Australia and also a teacher of English in Yunnan Nationalities University of China. Her research interest is sociolinguistics, discourse analysis and educational linguistics.

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