中国英语学习者自我概念与成绩的关系
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摘要
自我概念指的是一个人对自己的认识和概念,在外语学习的研究中是一个热门话题。大量研究证实英语自我概念和英语学业成绩之间存在相关关系,但是在这个领域却少有研究分析英语学习自我概念的各个维度之间的不同。
为此,本研究主要考查了中国学习者在总体英语学习及各项英语技能习得的过程中,其英语自我概念的不同维度(即认知自我,社会自我和理想自我)在与英语学习成绩的相关性关系和对英语学习成绩的预测能力方面有何不同。
进入本研究最后分析的数据来自西南大学政治与公共管理学院的37名大二的学生。在他们完成了自我概念问卷调查和英语能力及口语测试后,对来自这三个部分的数据进行了相关分析和回归分析。
结果表明在英语学习中,受试的自我概念的三个不同维度与英语学习成绩的相关性程度有所不同。在对英语学习成绩的预测力方面,即使某些维度表现出与英语学习成绩具有显著意义的相关关系,但在对英语学习成绩的预测中并一定是有效变量。在总体英语学习和各项技能的习得中,自我概念的某些维度共同作用预测英语学习成绩。
在总体英语学习中,自我概念的三个维度与英语成绩以层级方式呈现出显著相关。英语总体认知自我占据顶点,而社会自我和理想自我均居于第二层。但在对总体英语学习成绩的预测中,只有认知自我是一个有效的预测变量。
此外,对具体的语言技能的分析发现,首先,在英语听力方面,只有认知自我与理想自我呈现出与英语听力成绩的显著相关,并且程度相当。而理想自我是预测英语听力成绩的唯一有效变量。其次,在英语口语学习中,自我概念的三个维度均与口语成绩显著相关,但程度有所不同。其中社会自我与口语成绩的相关性关系最紧密,而其他两个维度与口语成绩的相关性关系程度相当并且次于社会自我。但在对英语口语成绩的预测中,只有社会自我和理想自我共同作用。再其次,在英语阅读中,无论是与阅读成绩的相关还是在对英语阅读成绩的预测中,认知自我都是唯一的有效变量。最后,在英语写作方面,认知自我占据与写作成绩的相关层级模型的顶点而理想自我居于次级,并且二者共同作用有效地预测英语写作成绩。
这些结果对教师的教学实践具有一定指导意义。基于这些结果,教师可以在实践中通过根据具体情况调整自己的教学方法来积极影响和引导学生的心理状态,从而提高学生的英语学习成绩。学生自己也可以通过对自己的自我概念的认识和了解进行修正以达到最优自我认同,这对一个人一生的发展都具有重要意义。
Self-concept, an individual's perceptions and conceptions about himself or herself, has been a hot topic in the field of foreign language learning research. The correlation between academic self-concept and learning achievement in English has been evidenced out by many researches. However, few researches have been conducted to analyze the differences among dimensions of self-concept in English learning.
Thus, the present study explored the differences among the different dimensions of the Chinese-speaking college students' English learning self-concept, in respect of their correlation with and their predictive power for the students' English learning achievements in both general and the four specific language learning skills.
37 second-year students from School of Politics and Public Management in Southwest University formed the sample of valid subjects. The subjects' data were elicited from a questionnaire about learning self-concept, an English proficiency test and an oral English test. And the data were examined in correlational analysis and regression analysis.
The results showed that the Chinese EFL learners' three dimensions of self-concept cognised self, social self and ideal self, differed in degree of correlation with their English learning achievements. In terms of their predictive power for the students' English learning achievements, only some of the examined dimensions of English self-concept worked reliably, although the other dimensions also possessed significant correlation with English learning achievement.
For general English learning, the three dimensions of self-concept were hierarchically correlated with achievement, with cognised self at the top and ideal self and social self equally ranking second. Cognised self for English learning in general, however, was the only significant predictor for students' English learning achievement.
Besides, the detailed analyses on the specific language skills showed that for English listening, firstly, cognised self and ideal self were at the same level with social self not included in the correlational hierarchy. Ideal self in English listening was the only significant factor in predicting students' English listening achievement. Secondly, for English speaking, the three dimensions of self-concept all possessed significant correlation with achievement, yet not in equal place in that social self ranked first while the others ranked second. Social self and ideal self worked together to efficiently predict students' achievement in English speaking. Thirdly, for English reading, Cognised self was the only variable significantly correlated with reading achievement, and it was also the only significant predictor for achievement. And finally, for English writing, cognised self occupied the apex and ideal self the bottom in the correlational hierarchy. The two worked jointly to predict students' achievement in English writing.
The findings are significant in that they can help teachers, in practice, to change their teaching methodology to positively influence students' psychological states, and subsequently, improve students' achievement in language learning. It is also helpful for students to modify their judgments on themselves in order to reach a perfect self-identity, which is a crucial factor in one's lifelong development.
为此,本研究主要考查了中国学习者在总体英语学习及各项英语技能习得的过程中,其英语自我概念的不同维度(即认知自我,社会自我和理想自我)在与英语学习成绩的相关性关系和对英语学习成绩的预测能力方面有何不同。
进入本研究最后分析的数据来自西南大学政治与公共管理学院的37名大二的学生。在他们完成了自我概念问卷调查和英语能力及口语测试后,对来自这三个部分的数据进行了相关分析和回归分析。
结果表明在英语学习中,受试的自我概念的三个不同维度与英语学习成绩的相关性程度有所不同。在对英语学习成绩的预测力方面,即使某些维度表现出与英语学习成绩具有显著意义的相关关系,但在对英语学习成绩的预测中并一定是有效变量。在总体英语学习和各项技能的习得中,自我概念的某些维度共同作用预测英语学习成绩。
在总体英语学习中,自我概念的三个维度与英语成绩以层级方式呈现出显著相关。英语总体认知自我占据顶点,而社会自我和理想自我均居于第二层。但在对总体英语学习成绩的预测中,只有认知自我是一个有效的预测变量。
此外,对具体的语言技能的分析发现,首先,在英语听力方面,只有认知自我与理想自我呈现出与英语听力成绩的显著相关,并且程度相当。而理想自我是预测英语听力成绩的唯一有效变量。其次,在英语口语学习中,自我概念的三个维度均与口语成绩显著相关,但程度有所不同。其中社会自我与口语成绩的相关性关系最紧密,而其他两个维度与口语成绩的相关性关系程度相当并且次于社会自我。但在对英语口语成绩的预测中,只有社会自我和理想自我共同作用。再其次,在英语阅读中,无论是与阅读成绩的相关还是在对英语阅读成绩的预测中,认知自我都是唯一的有效变量。最后,在英语写作方面,认知自我占据与写作成绩的相关层级模型的顶点而理想自我居于次级,并且二者共同作用有效地预测英语写作成绩。
这些结果对教师的教学实践具有一定指导意义。基于这些结果,教师可以在实践中通过根据具体情况调整自己的教学方法来积极影响和引导学生的心理状态,从而提高学生的英语学习成绩。学生自己也可以通过对自己的自我概念的认识和了解进行修正以达到最优自我认同,这对一个人一生的发展都具有重要意义。
Self-concept, an individual's perceptions and conceptions about himself or herself, has been a hot topic in the field of foreign language learning research. The correlation between academic self-concept and learning achievement in English has been evidenced out by many researches. However, few researches have been conducted to analyze the differences among dimensions of self-concept in English learning.
Thus, the present study explored the differences among the different dimensions of the Chinese-speaking college students' English learning self-concept, in respect of their correlation with and their predictive power for the students' English learning achievements in both general and the four specific language learning skills.
37 second-year students from School of Politics and Public Management in Southwest University formed the sample of valid subjects. The subjects' data were elicited from a questionnaire about learning self-concept, an English proficiency test and an oral English test. And the data were examined in correlational analysis and regression analysis.
The results showed that the Chinese EFL learners' three dimensions of self-concept cognised self, social self and ideal self, differed in degree of correlation with their English learning achievements. In terms of their predictive power for the students' English learning achievements, only some of the examined dimensions of English self-concept worked reliably, although the other dimensions also possessed significant correlation with English learning achievement.
For general English learning, the three dimensions of self-concept were hierarchically correlated with achievement, with cognised self at the top and ideal self and social self equally ranking second. Cognised self for English learning in general, however, was the only significant predictor for students' English learning achievement.
Besides, the detailed analyses on the specific language skills showed that for English listening, firstly, cognised self and ideal self were at the same level with social self not included in the correlational hierarchy. Ideal self in English listening was the only significant factor in predicting students' English listening achievement. Secondly, for English speaking, the three dimensions of self-concept all possessed significant correlation with achievement, yet not in equal place in that social self ranked first while the others ranked second. Social self and ideal self worked together to efficiently predict students' achievement in English speaking. Thirdly, for English reading, Cognised self was the only variable significantly correlated with reading achievement, and it was also the only significant predictor for achievement. And finally, for English writing, cognised self occupied the apex and ideal self the bottom in the correlational hierarchy. The two worked jointly to predict students' achievement in English writing.
The findings are significant in that they can help teachers, in practice, to change their teaching methodology to positively influence students' psychological states, and subsequently, improve students' achievement in language learning. It is also helpful for students to modify their judgments on themselves in order to reach a perfect self-identity, which is a crucial factor in one's lifelong development.
引文
Adler, A., & Stewart, J. (2004). Self-esteem. Retrieved November 19, 2006, fromhttp://www.macses.ucsf.edu/Research/Psychosocial/notebook/selfesteem.html
Brown, H. D. (2002). Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Burns, R. B. (1979). The self concept in theory, measurement, development and behavior. London: Longman.
Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relationship to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.287-315). Hoboken, NJ: John Wiley & Sons.
Harter, S. (1996). Historical roots of contemporary issues involving self-concept. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 1-37). Hoboken, NJ: John Wiley & Sons.
Hattie, J. (1992). Self-Concept. Hillsdale, NJ: Erlbaum.
Hattie, J. (2004). Models of self-concept that are neither top-down or bottom-up: The rope model of self-concept. Retrieved December 12, 2006, from http://www.self.mpg.de/index.htm
Hay, I. (2005). Facilitating children's self-concept: A rationale and evaluative study. Australian Journal of Guidance & Counseling, 1, 60-67. Retrieved May 15, 2006, from ProQuest database.
Keith, L K., & Bracken, B. A. (1996). Self-concept instrumentation: A historical and evaluative review. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.463-503). Hoboken, NJ: John Wiley & Sons.
Lalley, J. P., & Miller, R. H. (2006). Effects of pre-teaching and re-teaching on math achievement and academic self-concept of students with low achievement in math. Education, 4, 747-754. Retrieved March 15, 2007, from ProQuest database.
Li, Q. (2005). Self-concept and its correlation with English study. Unpublished master's thesis, Dalian University of Technology, Dalian.
Ma, D.-M. (2003). English self-concept of Chinese college English majors. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Manning, M. A. (2006). Self-concept and self-esteem in adolescents. Principal Leadership, 7, 11-15. Retrieved March 15, 2007, from ProQuest database.
Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external of reference model. American Educational Research Journal, 23,129-149.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79,280-295.
Marsh, H. W. (1990a). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
Marsh, H. W. (1990b). The influence of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82, 107-116.
Marsh, H. W. (1990c). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-171.
Marsh, H. W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of academic self-concept and educational aspirations. American Educational Research Journal, 28,445-480.
Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
Marsh, H. W. (1994). Using the national longitudinal study of 1988 to evaluate theoretical models of self-concept: The Self-Description Questionnaire. Journal of Educational Psychology, 86, 439-456.
Marsh, H. W., & Byrne, B. M. (1993) Do we see ourselves as others infer: A comparison of self-other agreement on multiple dimensions of self-concept from two continents. Australian Journal of Psychology, 45, 49-58.
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
Marsh, H. W., & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.38-90). Hoboken, NJ: John Wiley & Sons.
Marsh, H. W., & Hau, K. T. (2003). Big-fish-little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effect of academically selective schools. American Psychologist, 5,364-376.
Marsh, H. W., Kong, C-K., & Hau, K-T. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78, 337-349.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multidimensional, hierarchical structure. Educational Psychology, 20,107-125.
Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
Meng, J., & Zhang, J.-F. (2003). Guowai xueye ziwo gainian yanjiu jinzhan [Advances of research abroad on academic self-concept]. Journal of China West Normal Univaersity, 6,157-160.
Pan, C.-M. (2003). Formation of English self-concept of Chinese adolescents: The role of English pronunciation and significant others. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Pan, W. (2003). English pronunciation self-concept: Its effect on Chinese speaking EFL learners. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Validation of construct interpretation. Review of Educational Research, 46, 407-441.
Skaalvik, E. M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67,135-149.
Song, I. S., & Hattie, J. A. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational Psychology, 76, 1269-1281.
Sun, Y. (2004). A developmental study on the English pronunciation self-concept among Chinese EFL adolescents. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Wang, C.-M. (2004). Ziwo gainian yu waiyu yuyin jiashe [Self-concept and foreign language pronunciation hypothesis]. Foreign Language Teaching and Research, 1, 56-63.
Williams, M., & Burden, R. L. (2000). Psychology for language teachers: A social constructivist approach. Beijing: Foreign Language Teaching and Research Press.
Yang, H.-M. (2004). Self-concept and college English teaching: An investigation of some college English learners at Guangxi Normal University. Unpublished master's thesis, Guangxi Normal University, Guilin.
Yang, Y. (2006). The effect of self-concept on foreign language learning. Unpublished master's thesis, Dalian Maritime University, Dalian.
Yu, Q.-J. (2006). Viewing group work from the perspective of English self-concept. Unpublished master's thesis, Ocean University of China, Qingdao.
Zhu, X.-Q. (2004). The relationship between English self-concept of Chinese English learners and their English classroom anxiety. Unpublished master's thesis, Jilin University, Changchun.
Brown, H. D. (2002). Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Burns, R. B. (1979). The self concept in theory, measurement, development and behavior. London: Longman.
Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relationship to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.287-315). Hoboken, NJ: John Wiley & Sons.
Harter, S. (1996). Historical roots of contemporary issues involving self-concept. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 1-37). Hoboken, NJ: John Wiley & Sons.
Hattie, J. (1992). Self-Concept. Hillsdale, NJ: Erlbaum.
Hattie, J. (2004). Models of self-concept that are neither top-down or bottom-up: The rope model of self-concept. Retrieved December 12, 2006, from http://www.self.mpg.de/index.htm
Hay, I. (2005). Facilitating children's self-concept: A rationale and evaluative study. Australian Journal of Guidance & Counseling, 1, 60-67. Retrieved May 15, 2006, from ProQuest database.
Keith, L K., & Bracken, B. A. (1996). Self-concept instrumentation: A historical and evaluative review. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.463-503). Hoboken, NJ: John Wiley & Sons.
Lalley, J. P., & Miller, R. H. (2006). Effects of pre-teaching and re-teaching on math achievement and academic self-concept of students with low achievement in math. Education, 4, 747-754. Retrieved March 15, 2007, from ProQuest database.
Li, Q. (2005). Self-concept and its correlation with English study. Unpublished master's thesis, Dalian University of Technology, Dalian.
Ma, D.-M. (2003). English self-concept of Chinese college English majors. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Manning, M. A. (2006). Self-concept and self-esteem in adolescents. Principal Leadership, 7, 11-15. Retrieved March 15, 2007, from ProQuest database.
Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external of reference model. American Educational Research Journal, 23,129-149.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79,280-295.
Marsh, H. W. (1990a). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
Marsh, H. W. (1990b). The influence of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82, 107-116.
Marsh, H. W. (1990c). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-171.
Marsh, H. W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of academic self-concept and educational aspirations. American Educational Research Journal, 28,445-480.
Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
Marsh, H. W. (1994). Using the national longitudinal study of 1988 to evaluate theoretical models of self-concept: The Self-Description Questionnaire. Journal of Educational Psychology, 86, 439-456.
Marsh, H. W., & Byrne, B. M. (1993) Do we see ourselves as others infer: A comparison of self-other agreement on multiple dimensions of self-concept from two continents. Australian Journal of Psychology, 45, 49-58.
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
Marsh, H. W., & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp.38-90). Hoboken, NJ: John Wiley & Sons.
Marsh, H. W., & Hau, K. T. (2003). Big-fish-little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effect of academically selective schools. American Psychologist, 5,364-376.
Marsh, H. W., Kong, C-K., & Hau, K-T. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78, 337-349.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multidimensional, hierarchical structure. Educational Psychology, 20,107-125.
Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
Meng, J., & Zhang, J.-F. (2003). Guowai xueye ziwo gainian yanjiu jinzhan [Advances of research abroad on academic self-concept]. Journal of China West Normal Univaersity, 6,157-160.
Pan, C.-M. (2003). Formation of English self-concept of Chinese adolescents: The role of English pronunciation and significant others. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Pan, W. (2003). English pronunciation self-concept: Its effect on Chinese speaking EFL learners. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Validation of construct interpretation. Review of Educational Research, 46, 407-441.
Skaalvik, E. M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67,135-149.
Song, I. S., & Hattie, J. A. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational Psychology, 76, 1269-1281.
Sun, Y. (2004). A developmental study on the English pronunciation self-concept among Chinese EFL adolescents. Unpublished master's thesis, Guangdong University of Foreign Studies, Guangzhou.
Wang, C.-M. (2004). Ziwo gainian yu waiyu yuyin jiashe [Self-concept and foreign language pronunciation hypothesis]. Foreign Language Teaching and Research, 1, 56-63.
Williams, M., & Burden, R. L. (2000). Psychology for language teachers: A social constructivist approach. Beijing: Foreign Language Teaching and Research Press.
Yang, H.-M. (2004). Self-concept and college English teaching: An investigation of some college English learners at Guangxi Normal University. Unpublished master's thesis, Guangxi Normal University, Guilin.
Yang, Y. (2006). The effect of self-concept on foreign language learning. Unpublished master's thesis, Dalian Maritime University, Dalian.
Yu, Q.-J. (2006). Viewing group work from the perspective of English self-concept. Unpublished master's thesis, Ocean University of China, Qingdao.
Zhu, X.-Q. (2004). The relationship between English self-concept of Chinese English learners and their English classroom anxiety. Unpublished master's thesis, Jilin University, Changchun.