The Effects Of English Self-Concept And English Pronunciation Self-Concept On Chinese Middle School Students' English Achievements

In the field of second language acquisition, self-concept is an important factor in the affective domain, and it is very important for English learning and teaching. So the present research tries to study the effects of English self-concept and English pronunciation self-concept on Chinese Middle School students'English achievements. The research aims to answer the following questions:1. How do middle school students'ESC and EPSC develop from Grade 7 to Grade 9?2. Do Middle School students'English achievements correlate with their ESC and EPSC? If yes, how do the correlations change from Grade 7 to Grade 9?3. Is there significant difference between male students and female students in their English self-concepts and English pronunciation self-concepts?In this study, questionnaires are administrated to measure the subjects'ESC and EPSC. The subjects come from Huan Tai Experimental Middle School, in Zi Bo. 60 students coming from Class 9 Grade 7, Class 9 Grade 8 and Class 9 Grade 9 take part in the experiment. Ten boys and ten girls are taken from each class. At last, the questionnaires and data are collected.After the analysis of data by SPSS16.0, three major findings are presented as follows:Firstly, both ESC and EPSC of Middle School students decrease from Grade 7 to Grade 9.Secondly, the students'English achievements significantly correlate with their ESC and EPSC. The correlation between English achievements and ESC decreases the same as the correlation between English achievements and EPSC. The correlation between English achievements and ESC is much higher than that between English achievements and EPSC.Thirdly, there is significant difference between male students and female students in their ESC and EPSC. Female students'ESC and EPSC is higher than those of male students.