ABSTRACT
Learner beliefs about language learning have attracted increasing attention among researchers and practitioners in the field of second language acquisition. The interest in this individual learner factor rests on the assumption that learner beliefs underpin language learning strategies and have potential impacts on their learning outcomes. A substantial body of research has been undertaken since the notion was introduced to the field in the mid-1980s, which has contributed to the understanding of the construct. This chapter attempts to provide a synthesis of the studies on learner beliefs in the past few decades. It begins with the trajectory of the research into language learner beliefs and moves to a summary of the major research findings and methods that have been utilized in the research. It ends with pedagogical implications for language teachers and recommendations for future research.
