A Research On The Correlation Between English Speaking Self-Concept And Classroom Speaking Anxiety Of Non-Foreign Language Majors

American psychologist William James first proposed "self-concept",which had caught the attention of many scholars from China and other countries.Especially in recent years,self-concept,as an emotional factor,has played an important part in the process of the second language acquisition.The previous researches have shown that positive self-concept helps students maintain confidence.Anxiety,another emotional factor in English learning,has always been regarded as a negative factor affecting English learning.As two major emotional factors in English learning,self-concept and anxiety have appealed to the attention of domestic and foreign scholars.Although a great deal of academic and practical studies about self-concept and learning anxiety have been conducted by previous researches,most of their researches pay attention to the interrelation between self-concept and academic performance or with other emotional variables,and there are few studies on the relationship between speaking self-concept and classroom speaking anxiety.Specifically,there are fewer researches that have been taken non-foreign language majors as subjects to explore the relevance between the two variables.Under this background,this thesis aims to explore the correlation between speaking self-concept and classroom speaking anxiety of non-English majors.In this study,286 non-English majors from an undergraduate college in northern Anhui province were selected as the research objects.And also,quantitative research and qualitative research were used in this thesis,the concrete research questions are hence as follows:（1）What is the current level of English speaking self-concept and classroom speaking anxiety for non-foreign language majors?（2）Is there any relevance between speaking self-concept and classroom speaking anxiety of non-foreign language majors?（3）What is the difference on the relevance between speaking self-concept and classroom speaking anxiety in terms of gender and major?（4）What is the predictive degree of speaking self-concept to classroom speaking anxiety for non-foreign language majors?By analyzing the data collected in this research,the primary results of this thesis conclude: First,Non-English majors have a low level of speaking self-concept,and their speaking anxiety in classroom is at a medium level.Second,there is a negative relevance between speaking self-concept and classroom speaking anxiety for non-foreign language majors as a whole,and there is also a negative relevance between speaking self-concept and classroom speaking anxiety in each dimension.Third,there are gender and major differences on the relevance between speaking self-concept and classroom speaking anxiety for non-foreign language majors.Fourth,speaking self-concept can predict classroom speaking anxiety well.Based on these research results,this study provides some teaching enlightenment for speaking teaching,states the deficiencies of this thesis briefly,and proposes useful advice for the subsequent studies.