A Research On The Relationship Between English Self-concept And Language Learning Strategies Of Non-English Majors

Second language acquisition is a process of two-way interaction between learners' internal factors and external factors.Combined with target language,most researchers have explored the research methodology and outcome of teaching and learning from the perspective of external factors.In recent decades,the focus of second language acquisition research has gradually shifted to learners' individual internal factors and functions,among which English self-concept has attracted much attention.Learning strategies play an important role in reflecting on,processing language information,constructing and developing language systems in second language acquisition.English self-concept and language learning strategies have earned so close concern to pedagogical researchers in second language acquisition.Previous studies elaborated on English self-concept and language learning strategies from different theoretic perspectives,system function and influencing factors,but there is no empirical study on the relationship between them.This study embarked on analyses of the current situation and relationship between English self-concept and language learning strategies.An empirical study was conducted on 410 first-year non-English majors in a university in Shenyang.Questionnaire was made with scale of English self-concept and scale of language learning strategies,and the data were collected systematically.Combining with qualitative analyses of interview,the data were analyzed quantitatively by SPSS17.0,including descriptive analysis,correlation analysis and variance analysis in empirical research.Quantitative analysis and qualitative analysis were combined to explore the following three issues:(1)What is the current situation of non-English majors' English self-concept? What are the gender differences and urban-rural differences in terms of English self-concept?(2)What is the current application situation of non-English majors' language learning strategies? What are the gender differences and urban-rural differences in terms of language learning strategies?(3)What is the relationship between English self-concept and language learning strategies of non-English majors?Data analyses show the following major findings:(1)Non-English majors have a moderate level of English self-concept,among which students have a higher English vocabulary self-concept,grammar self-concept and reading self-concept,while they have a lower English writing self-concept,listening self-concept and speaking self-concept.All variables in students' English self-concept are correlated,among which English reading and writing self-concept are highly correlated with the global English self-concept.The close relationships between English reading and vocabulary self-concept,and between English writing and grammar self-concept show that they may promote each other well.There are significant differences in global English self-concept,English reading self-concept,grammar self-concept and vocabulary self-concept between male and female students.In all dimensions of English self-concept,female students score higher than male students.In addition,there are significant differences in all dimensional English self-concepts between urban and rural students,and the scores of urban students are always higher than rural ones.(2)Non-English majors have a moderate application level of language learning strategies,which indicates that they are not good at using language learning strategies.Among them,compensation strategies and metacognitive strategies are most commonly used,followed by affective strategies,cognitive strategies and social strategies,but memory strategies are least used.There are correlations among all the variables of language learning strategies,in which cognitive strategies have the greatest impact on language learning strategies.Metacognitive strategies are greatly influenced by affective strategies and cognitive strategies.There are significant differences in compensation strategies and metacognitive strategies between male and female students.Female students score higher than male students in all dimensions of language learning strategies,so the application frequency and level of language learning strategies by females were higher than males.The key point is that there is almost no difference between boys and girls in the application of memory strategies,affective strategies and social strategies.In addition,there are significant differences in compensation strategies,cognitive strategies,social strategies and metacognitive strategies between urban and rural students,among which the score of urban students are always higher than rural ones.(3)There is a significant positive correlation between English self-concept and language learning strategies.In other words,the higher the students' English self-concept is,the higher the application level of language learning strategies is;and vice versa.Protecting and stimulating positive and objective self-perception and evaluation can better regulate learners' language learning behavior and process,which may not only evoke their learning motivation,reduce learning anxiety,but also promote them to diversified language learning strategies flexibly,so as to bereave obstacles and overcome difficulties in second language acquisition.This relationship plays a positive role in enhancing self-confidence to improve learning efficiency and optimize learning outcomes.It makes the practical value for the second language/foreign language learning and teaching in the future.