A Case Study Of Self-esteem, Anxiety And Personality In English Learning Of LHC

In resent years, the problems of LHC have gained high concern from the academicand press. Teachers and scholars have also paid much attention to the English learning ofLHC. Compared with non-LHC, studies indicated that English proficiency of LHC wasworse. However, from the existing research, English teachers and scholars did muchmore to survey the states or scores of English learning of LHC, then analyzed the causedreasons; lastly, they provided some suggestions for governments, teachers, schools orparents, or gave some specific methods on how to help LHC improve English learning.Till now, it is rarely seen the research on English learning of LHC from the perspectiveof children’s inner psychological/emotional characteristics such as self-esteem, anxiety,and personality.The purpose of the research is to investigate LHC’s current states of Englishlearning and self-esteem, anxiety, and personality, as well as the correlations betweenthree affective factors and LHC’s English proficiency, and analyze its reasons. Thesubjects of the research make up of77LHC and78non-LHC who come from two classes of Grade Five in primary schools and two classes of Grade Eight in junior middleschool in Gan Quan county of North Shaanxi, SPSS13.0for windows and MicrosoftExcel are used to collect data and analyze results. The results are as the follows:(1) English proficiency of LHC are a little lower than non-LHC, though thedifference is not significant; the difference in different genders is not significant too, butthe English proficiency of boys is worse than girls; while the difference in differentgrades is significant, English proficiency of Grade Five is higher than that of GradeEight.(2) Difference of self-esteem levels between LHC and non-LHC is significant, thelevel of self-esteem of LHC is significantly lower than that of non-LHC; the difference ofself-esteem in different genders is not significant, however, the self-esteem level of girlsis a bit lower than that of boys; while the difference in different grades is significant, it isfound that the self-esteem level of Grade Five LHC is significantly higher than that ofGrade Eight LHC.(3) Difference of anxiety level between LHC and non-LHC is significant, theanxiety level of LHC is much higher than non-LHC; the significant differences of anxietylevel of LHC exist in different grades and genders; the anxiety level of girls issignificantly higher than that of boys; the anxiety level of Grade Five LHC issignificantly higher than that of Grade Eight LHC.(4) Compared with non-LHC, LHC are likely to be introvert. LHC in low grade aremore introverted than LHC in high grade; girl LHC are more introverted than boy LHC.(5) The correlation between self-esteem level and English proficiency of LHC issignificantly positive, the correlation between anxiety level and English proficiency ofLHC are significantly negatively, and the correlation between personality types andEnglish proficiency of LHC is significantly positive. It is also found a close relationshipbetween self-esteem, anxiety and personality of LHC in this study. Through thequestionnaire and interview, the main reasons caused the above results are long-termseparation with parents and lacking of family education, which make LHC be easy toproduce negative affective factors (such as low level of self-esteem, high level of anxiety,and introverted personality trait) on psychology and these negative affective factors directly influence English proficiency of LHC.According to this case study, we make some implications as follows: as for Englishteachers, they should give much care and love to LHC, by creating harmoniousclassroom climate and group cooperation to strengthen the self-esteem level of LHC, andreduce their sense of anxiety and guide them to be more extroverted. Furthermore, theEnglish teachers should attach their attention to improve LHC’s autonomy in Englishlearning, and help them form a good English learning habit. As for parents, they shouldoften connect with their children’s English teacher, in order to know about the state oftheir children’s English learning, and give them immediate guidance and education.Moreover, the school should play a leading role and strengthen the management of LHC.