iReasearch学术科研网

摘要：Although the influence of learner beliefs on performance and satisfaction in particular instructional contexts is uncontested, empirical studies have so far concentrated on students in various geographical rather than discipline-specific settings. Starting from the premise that tertiary sector ESP students may have more in common than their choice of discipline, this study uses interviews and questionnaires to investigate first and fourth year business students' beliefs about effective language learning. The influence of students' conceptions of learning on their use of strategies is explored, and then juxtaposed with their evaluation of the reality of the business English classes. [Copyright The American University; published by Elsevier Ltd.]