Research On Senior High Students’ English Academic Self-concept

Based on English New Curriculum Reform in senior high school, people start tofurther study the individual factors of senior high students, such as cognitivecharacteristics and learning development needs. As an individual factor, the research onself-concept’s characteristics gradually becomes the research focus in recent year. As thecore of this thesis, the self-concept is an individual’s self-perception which is formed inhis or her experience reacting with surrounding circumstance as well as in the process ofunderstanding and judgement to such reactive experience. Furthermore, the self-concepthas a multi-faceted, hierarchical mode. The questionnaire which author adopts consists ofthree psychological dimensions (self-knowledge, self-experience, self-behavior) and fourEnglish learning skills (listening, speaking, reading and writing).The author adopts the “questionnaire of middle school students’ English academicself-concept” as experimental questionnaire and198grade-2senior high school studentsof Ganzhou No.3Middle School as experimental subjects, in order to analyze thesestudents’ characteristics of English academic self-concept. In this study, the author hascarried out the correlation analysis, independent samples T test, and stepwise multipleregression analysis, etc. The experimental results show that in Ganzhou No.3MiddleSchool:(1) grade-2senior high students’ English academic self-concept is about averagelevel, among which the score of writing and listening academic self-concept are thelowest and highest respectively. Meanwhile among three psychological dimensions, thescore of self-knowledge is the lowest;(2) each aspect of students’ English academicself-concept, excluding reading self-behavior, has significant gender differences, andfemale students have higher self-concept score. Meanwhile, the score of readingself-behavior is the highest in the dimension of self-behavior;(3) most self-concepts havenot significant major difference. Except listening self-concept, listening self-knowledgeand listening self-experience, the liberal arts students’ other self-concepts have higherscore;(4) grade-2senior high students has significant high and low group difference andhigh academic achievement group has higher self-concept scores;(5)“general academicself-concept” and “English reading academic self-concept” are effective variables topredict grade-2senior high students’ English achievement. The research results reflect the general situation of senior high school students’ English academic self-concept inGanzhou city. At last, the author provides some countermeasures in the aspects ofteaching strategies, teaching methods, teaching attitude and teaching evaluation. Thisresearch can promote the localization of English academic self-concept and provideteachers in senior high school with relevant reference.