A Correiation Study Of English Self-concept,Learning Motivation And Self-idenittv Change Among Chinese Non-English Majors

This study examines the relationship between English self-concept, learningmotivation and self-identity change among Chinese non-English majors. A great manyempirical studies have already been made that explore the relationship betweenacademic self-concept and academic achievement. However, little research has beendone on the relationship between self-concept and other affective factors in foreignlanguage learning. Meanwhile, many studies have already proven that motivation exertsa big influence on “linguistic outcome” in foreign language learning. But the paucity ofresearch on “non-linguistic outcome” influenced by motivation leaves us with anincomplete picture of the nature of affective factors. Therefore, research on therelationship between English learning motivation, English self-concept and self-identitychange will be significant to theoretically comprehend affective factors in foreignlanguage learning and reach a better understanding of identity change as a non-linguisticoutcome influenced by affective factors for Chinese non-English majors.The researcher handed out120copies of questionnaires to college students, and113effective copies were returned and analyzed by SPSS11.5. This thesis attempts toinvestigate college students’ general condition of English learning motivation andEnglish self-concept through descriptive statistics, and also explores the relationshipbetween the two constructs and self-identity change. Regression analysis was conductedto examine whether English learning motivation and English self-concept can result inself-identity change. The research also explores the seven dimensions of Englishself-concept, the six dimensions of English learning motivation, as well as motivationintensity and conducts correlation analysis on their relationship.The major findings are as follows: firstly, English self-concept is positively andsignificantly correlated with English learning motivation types and motivation intensity.Secondly, English self-concept is positively correlated with self-confidence changefollowed by additive change and productive change. Thirdly, inward interest, outwardrequirement and personal development as a motivation are significantly correlated withself-confidence change, followed by additive change and productive change. Motivationintensity is significantly correlated with self-confidence change, followed by additivechange. Fourthly, causal ordering exists from English self-concept to self-confidencechange, from the motivation of going abroad to additive change, from inward interestand outward requirement to productive change. The results demonstrate that there is aclose relationship between English self-concept, English learning motivation andself-identity change. While cultivating students’ inward interest in English languagestudy, teachers should consciously strengthen students’ comprehension of Chineseculture via making comparisons between China and English-speaking countries withregard to history and culture. In doing so, a student’s ardent and enduring learningmotivation will be reinforced and their active and healthy self-identity change can finally be realized.