A Survey Research Of Junior Middle School Students' English Reading Self-concept

In recent years,in the field of second language acquisition,more and more scholars have turned their research focus from teachers to students,particularly the mental and emotional factors of students,of which academic self-concept is one of the biggest concerns.Academic self-concept refers to students' self-description and self-evaluation of their learning ability and learning level formed during the learning process.At present,as far as the English subject is concerned,the existing research mainly focuses on the overall study of English academic self-concept,and research on its sub-concepts is relatively limited.While in the process of English learning,the function of different language knowledge and language skills is different.This study takes English reading self-concept as the research content,selects the junior middle school students in a middle school in Xi'an,Shaanxi Province as the research subjects,and uses questionnaires and interviews to discuss the following research questions.(1)What is the overall level of junior middle school students' English reading self-concept?(2)What is the relationship between junior middle school students' English reading self-concept and English academic achievements?(3)Are there any differences among junior middle school students' English reading self-concept in terms of grade and gender? If so,what are the specific differences?Through non-parametric test,the study draws the following conclusions.Firstly,the English reading self-concept of junior middle school students is at above-medium level.Secondly,the English reading self-concept of junior middle school students shows a significantly positive correlation with their English academic achievements.Thirdly,the English reading self-concept of junior middle school students reveals great differences in gender and grade.In addition,students' English reading self-concept are influenced by different factors,including the evaluation of importantothers,students' English academic achievements and so on.Based on the above conclusions,this study suggests that junior middle school English teachers should attach importance to students' psychological status in the process of English teaching,and help students to establish positive self-evaluation awareness,so that students can form a healthy English academic self-concept and thus improve their English academic achievements.At the same time,teachers are supposed to lay stress on the individual development of students and respect the individual differences of students,so as to work out reasonable and effective teaching methods.