A Study On The Correlation Between English Academic Self-Concept And English Academic Achievements Of Senior High School Students

The revised 2020 edition of the “Curriculum Standards for English in Ordinary High Schools” emphasizes the cultivation of students’ learning abilities,among which autonomous learning ability is considered an important component of learning ability.At present,Senior high school English teachers tends to prioritize the acquisition of knowledge,neglecting the cultivation of students’ autonomous learning ability.Therefore,it is particularly important to seek a way to effectively enhance students’ ability to learn autonomously.Researchers have always been concerned about the impact of self-concept on the process of second language acquisition,and it is a factor that cannot be ignored by educators in improving the quality of English teaching.Positive English academic self-concept can help improve students’ self cognition,enhance learning confidence,and improve their ability to regulate and control learning behavior.Negative academic self-concept in English can lead to students’ low self cognition,loss of interest in learning,and inability to effectively regulate learning behavior.Based on Leon Festinger’s social comparison theory and Rogers’ humanistic theory,the questionnaire,test and interview methods are used in this study,60 students are investigated and tested,and 6 students are interviewed from Grade 2 of Yining Z Senior High School to explore the characteristics of their English academic self-concept and its correlation with their English academic achievements.The three main questions studied in this thesis are as follows:(1)What are the characteristics of English academic self-concept of senior high school students?(2)What is the correlation between English academic self-concept and English academic achievements of senior high school students?(3)What are the differences in English academic self-concept between students with high and low English academic achievements?In this study,the SPSS.26.0 is used for descriptive statistics,correlation analysis and independent sample T-test,the following research results are obtained:(1)The overall English academic self-concept is at a low level,indicating that students are not satisfied with the overall situation of English academic.Among the other five elements of English academic self-concept: listening,reading,writing,grammar,and vocabulary,English vocabulary academic self-concept is relatively at the highest level,while English reading academic self-concept is relatively at the lowest level.Among the three sub-dimensions of English academic self-concept cognition,experience,and behavior,English academic self-concept behavior is relatively at the highest level,while the English academic self-concept cognition is relatively at the lowest level.(2)There is a significant positive correlation between the overall English academic self-concept and the total English academic achievements,which obviously reflects that the better the level of the overall English academic self-concept is,the higher the total English academic achievements will be.Among the other five elements,the positive correlation between academic self-concept of English writing and English writing achievements is relatively the strongest,while the correlation between academic self-concept of English listening and English listening achievements is relatively the weakest.Among the three sub-dimensions,the positive correlation between English academic self-concept cognition and their corresponding academic achievements is relatively the strongest.(3)There is a significant difference in English academic self-concept between high and low group.Among the elements,the difference between the high and low group in the overall academic self-concept of English is the largest,while the difference in the academic self-concept of English writing is the smallest.Among the sub-dimensions,the difference between high and low group in English academic self-concept cognition is the largest,while the difference in English academic self-concept experience and behavior is relatively small.Based on the results,English teachers should pay high attention to the influence of English academic self-concept in foreign language teaching,enhance students’ cognition of their own English academic level and ability,cultivate students’ positive attitude towards English learning,and improve students’ ability to regulate and control their own learning behavior from three aspects: cognition,experience and behavior of English academic self-concept.At the same time,teachers should take advantage of the difference in English academic self-concept between the high and low achievements group,pay more attention to the students of the low achievements group in actual English classroom teaching,help them improve their English academic self-concept cognition level and improve their English academic achievements.