The Study Of The Correlation Between English Learning Self-efficacy And English Achievements Of Junior Middle School Students

In order to improve middle school student's subject core qualities of English,the teacher should focus on the integrated development of student's English skills on listening,speaking,reading,and writing.As one of the main subjects,English is a necessary subject of senior high school entrance examination.So a number of junior middle school students attach great importance to English.English is just a foreign language in China,there is no good language learning environments.In addition,the structure of English and Chinese are very different.Thus,many of the middle school students' English achievements are not so satisfactory.Some students are pretty good at reading and writing,while they are poor at listening and speaking.All kinds of difficulties of English learning lead to some middle school students having a low English learning self-efficacy.Students with low self-efficacy will fear of difficulty in English learning and lack of motivation to achieve good results.Thus,the vicious circle of "low self-efficacy in English learning---poor performance of English" will appear.Self-efficacy refers to the individual's prediction and judgment about his ability to perform an expected action.Middle school students' English achievement is impacted by learning method.Besides,some psychological factors like self-efficacy can also work on it.Existing studies show that there is a close relationship between English learning self-efficacy and English achievement.Among them,most research is about the general English learning self-efficacy.A few of them study the specific fields of English learning self-efficacy,such as listening,speaking,reading,and writing.Furthermore,there is so little research about the correlation between English learning self-efficacy and English achievement on the basis of the specific fields like listening,reading,writing,and speaking.In conclusion,the study about English learning self-efficacy is not so comprehensive and in-depth.The main research instrument of the thesis is questionnaire.309 junior middle school students from Chengdu Shishi Jiaxing Foreign Language School have been invited to finish the questionnaire about their self-efficacy in English learning.The English Self-efficacy Questionnaire has a relatively good reliability and validity.It consists of five aspects.They are general English learning self-efficacy,self-efficacy in speaking,self-efficacy in listening,self-efficacy in reading and self-efficacy in writing.The final results are composed of listening,reading,writing and general competence of students.With the analysis of SPSS,the research makes conclusions as following:1.The general results of middle school students' English learning self-efficacy are low.Among them,scores of five English self-efficacies of middle school students are lower than intermediate level.2.The scores of English learning self-efficacy between schoolboys and schoolgirls are distinguished.Self-efficacy of schoolgirls is evidently better than schoolboys.However,there is no great discrepancy of English learning self-efficacy among different grades.3.There is a significant positive correlation between middle school students' English learning self-efficacy and their English achievement.On the basis of the research results,the strategies of improving junior middle school students' English learning self-efficacy are discussed.The main methods including,(1)learning strategies training;(2)attribution training;(3)setting reasonable learning goals;(4)successful experience;(5)model education;(6)psychologicalsuggestion;(7)caring about students with English learning difficulty;(8)paying attention to the gender difference...