This study aims to analyze beliefs about Japanese language learning of Chinese learners qualitatively. "Beliefs about learning" is distinguished from "beliefs" in the field of second language acquisition study by Horwitz and so on. It is one of metacognition of "what is learning" or "how learning occurs" and affects monitoring and control of learning. In this study, two learners who study Japanese in Japanese language school in Japan after previous study in China are interviewed, and content of the interview is analyzed qualitatively from the perspective of cognitive psychology. They didn't monitor their learning so much, judged their achievement by score of examination and attached importance to quantity of practice.
