中文摘要：

本文从建构主义视角出发,运用实证研究的方法,对148名中、澳两组二语水平不同的学习者的语言学习观念做了对比研究,运用SPSS软件对收集的数据进行整理和分析。研究发现：与中国EFL学习者相比,澳大利亚语境下ESL学习者表现出较高的自我效能感与较低的学习焦虑,尤其是考试焦虑明显低。中国EFL学习者倾向于通过阅读和背诵的方法学习英语;而澳大利亚ESL学习者更喜欢猜词和小组互动。有趣的是,澳大利亚ESL学习者的自我效能感与其二语水平成正比,中国EFL学习者的自我效能感与英语水平则成反比;在语法、词汇、课外学习等方面,中国EFL学习者的学习观念均值与英语水平成反比,而澳大利亚ESL学习者的学习观念均值与其二语水平则成正比。研究也发现,无论文化背景如何,EFL学习者和ESL学习者的学习焦虑和其二语水平均成负相关。本研究对我国的英语教学改革有着一定的启示。

英文摘要：

From the perspective of Constructivism, this paper studied 62 ESL learners with different cultural backgrounds from a university of Australia and 86 EFL learners from a university of China on their learning beliefs and the relevance with their L2 levels. Data from the two questionnaire surveys were fi rst collected by the experimenter and then analyzed by using the SPSS. It is showed that compared with Chinese EFL learners, Australian ESL learners present higher self-efficacy and lower learning anxiety, especially lower test anxiety. Chinese EFL learners prefer reading and memorization in English learning, while Australian ESL learners enjoy cooperative group work more. Another interesting discovery is that the mean values of learners’ selfefficacy are proportional to their English levels for Chinese learners; while it is inversely related to their L2 levels for Australian ESL learners. In terms of grammar, vocabulary, extracurricular learning and etc, the mean values of learning belief are inversely proportional to their English levels for Chinese EFL learners; however, it is in direct proportional to their L2 levels for Australian ESL learners. It also found out that learning anxiety is inversely related to L2 level for both EFL and ESL learners regardless of their different cultural backgrounds. In short, the study provides some references for English teaching in China.