A Study On The Correlation Between Self-concept Level And Continuation Writing Level Of Senior High School Students ——A Case Of No.2 Middle School Of Rucheng County In Hunan Province

Hunan province is one of the third batch of provinces to promote English continuation writing,and many senior high school students have encountered some difficulties in continuation writing.Previous researches on continuation writing have proved that continuation writing can promote learning and analyzed some influencing factors,but psychological process and cognitive factors of learners in continuation writing still needs exploring.Furthermore,self-concept,which belongs to psychological factors of learners,has always been the focus of academic attention.English academic self-concept is positively correlated to English achievements.However,the correlation between the self-concept of senior high school students and their performance in English continuation writing remains to be researched on.Therefore,based on the social comparison theory,the concept of development and the theory of significant others,this study aims to explore the correlation between self-concept level and continuation writing level of senior high school students.Through questionnaires,tests and interviews,this study takes 245 senior high school students from No.2 Middle School of Rucheng County,Chenzhou City,Hunan Province as the research subjects,attempting to answer the following three questions:（1）What is the current situation of self-concept of senior high school students in completing continuation writing?（2）Is there any difference in self-concept level of senior high school students in terms of gender and grade in continuation writing? If so,what is the difference?（3）What is the correlation between self-concept level and continuation writing level of senior high school students?The research shows that:（1）The self-concept in continuation writing of senior high school students is in the lower middle level,with an average of 2.5412.（2）There are significant gender differences in their continuation writing self-concept in dimensions of function,attitude,self-evaluation,ability embodiment,self-experience,others’ evaluation and continuation writing frequency（P < 0.05）.In addition,there are significant grade differences in the dimensions of method,function,attitude,self-evaluation,ability embodiment and others’ evaluation（P < 0.05）.（3）There is an obviously positive correlation between self-concept level and continuation writing level of senior high school students（P < 0.05）.Their continuation writing self-concept level plays an important role in predicting and improving their continuation writing level.Based on the above findings,this study provides suggestions for senior high school English teachers and students to further promote the teaching of English continuation writing:（1）For senior high school English teachers: pay attention to the impact of evaluation on students’ continuation writing;pay attention to the gender differences in continuation writing self-concept;pay attention to the grade differences in continuation writing self-concept.（2）For senior high school students: choose appropriate reference subjects;treat others’ evaluation correctly;have a correct attribution style.