本研究旨在探索教师与学生英语词汇学习信念的相似之处和不同之处，以及师生之间如何相互影响，以期改进教学，提高词汇教学成效。研究选取河南某高中的两位英语教师及其各自所教授的班级，采用民族志的研究方法，探索师生词汇学习的信念及相互影响。研究结果显示，教师与学生词汇信念的相同之处包括读音、词汇量的扩大、有意学习，不同之处包括拼写的准确性、师生角色、背记还是泛读、猜测词义还是查阅单词表、多元词汇策略的养成。师生都对彼此产生了一定的影响，同时，双方也存在僵持和妥协的情况。

This study sets out to explore similarities and differences between teachers’ and students’ belief about English vocabulary learning as well as how teachers and students influence each other, with the aim of improving the effectiveness of vocabulary teaching. The research selects two English teachers and their respective classes at a high school in Henan Province. Ethnographic research method is employed to explore belief and mutual influence in the real learning context. The results indicate that similarities between teachers’ and students’ belief include pronunciation, enlargement of vocabulary size and intentional vocabulary learning, and that differences include spelling accuracy, teacher-student roles, memorizing or extensive reading, guessing word meaning or consulting glossary, and comprehensive vocabulary strategies development. Teachers and students have some influence on each other,. Meanwhile, there are also stalemate and compromise.