A Correlation Study Of Self-Concept And Oral English Proficiency In Senior High School Students

Self-concept is a complex mental structure of individuals,mainly about self-perception and evaluation of attitudes,emotions and knowledge of individuals in terms of their abilities,appearance and social acceptance.It is a multi-dimensional,relatively stable and constantly changing hierarchical construct model.At present,the study of combining the psychological category of self-concept with English teaching is also one of the hot spots,especially in the study of the impact on learner's learning.However,there are few studies of applying self-concept to oral English teaching.The current research takes college students or higher vocational students as the objects.There is little research on high school students.Therefore,it is necessary to explore the correlation study of high school students' self-concept and oral English to enrich the research in this field.Based on the four dimensions of self-concept,this study discovers the impact of self-concept on the overall and sub-item oral English proficiency of high school students.Through the investigation of 141 high school students,it explores the current situation of high school students' self-concept and their oral English proficiency,and there is a significant correlation between the self-concept and oral English proficiency.Through analysis of the collected data,the main findings are as follows: 1.The overall self-concept and oral English proficiency of high school students are at a low level.2.The oral English proficiency of high school students is significantly correlated with English self-concept,oral self-concept and phonetic self-concept,but it has no significant relation to general academic self-concept.And English self-concept has the strongest positive correlation with overall oral English proficiency.3.The English self-concept is significantly correlated with accuracy and communicative competence of oral expression,and the phonetic self-concept is significantly correlated with fluency.4.It also found that the correlation coefficient between self-concept and English oral proficiency changes with the different levels ofself-concept.Positive(high group)self-concept may promote students' oral English proficiency,while negative(low group)self-concept does not show such obvious effect,even inhibit students' oral English development.Based on above,this study puts forward some teaching suggestions.It is suggested that high school English teachers can consciously help students adjust their self-concepts by providing positive feedback,reasonable error correction,and guide students to analyze the results reasonably for their self-learning so as to improve students' oral English proficiency.