中国初中生英语自我概念的形成：论发音和重要他人的作用
|
摘要
本研究采用问卷调查和录音访谈考察发音和重要他人在中国初中生英语自我概念形成中的作用。虽然之前已有研究将外语学习者的发音能力与他人评价和情感联系起来进行讨论，但三者之间的关系至今未有得到实验性的证明。
问卷调查在一初中的初二七个班中展开。每个班级分两次进行。每次各班学生及英语老师通过他评问卷对5名同学进行评价。而5名受试不仅要进行自评(评价自己)，还要同时评价其他4名受试。所以每班共10名受试。70名受试中优生和差生各占一半。访谈受试14名，选自同样的七个班。其中7名为发音好的，7名为发音特别差的学生。
调查结果显示：1，英语自我概念和英语成绩高度相关；2，重要他人对英语的评价和英语自我概念及英语成绩都高度相关；3，英语发音、发音自我概念、他人对发音的评价、他人对英语的评价和英语自我概念皆紧密关联。本研究最后讨论了二语习得中的情感问题和发音教学的重要性。
This study investigated the role of English pronunciation in the formation of English self-concept of Chinese adolescent learners in relation to significant others. The relationships between pronunciation and others' perceptions and affect have been mentioned in some literature, but have not been empirically tested. The present study constitutes an attempt to examine these relationships.
The study consists of two parts: a questionnaire research and an interview study. The questionnaire research was implemented among seven second-year classes in a junior middle school. For each class, the questionnaires were administered in two sessions, each of which required the students and the English teacher to evaluate 5 classmates with a specially designed other-evaluation scale. The 5 subjects evaluated themselves with a self-evaluation scale and at the same time evaluated the other four. The interviews were conducted with 14 students from the same classes. Seven of them were good pronouncers and the other seven were poor pronouncers.
Statistical analyses of the questionnaire and the interview data yield the following findings: First, consistent with previous research, English self-concept is highly correlated with English achievement. Second, the inferred English self-concept (others' perceptions) is highly correlated with the English self-concept and English achievement. Third, English pronunciation, pronunciation self-concept, inferred pronunciation self-concept, inferred English self-concept and English self-concept are all closely related. These findings suggest a chain of relationships between pronunciation (self-concept), others' perceptions and English self-concept and English achievement. Implications are discussed with regard to the affective problem and pronunciation teaching and learning in SLA.
问卷调查在一初中的初二七个班中展开。每个班级分两次进行。每次各班学生及英语老师通过他评问卷对5名同学进行评价。而5名受试不仅要进行自评(评价自己)，还要同时评价其他4名受试。所以每班共10名受试。70名受试中优生和差生各占一半。访谈受试14名，选自同样的七个班。其中7名为发音好的，7名为发音特别差的学生。
调查结果显示：1，英语自我概念和英语成绩高度相关；2，重要他人对英语的评价和英语自我概念及英语成绩都高度相关；3，英语发音、发音自我概念、他人对发音的评价、他人对英语的评价和英语自我概念皆紧密关联。本研究最后讨论了二语习得中的情感问题和发音教学的重要性。
This study investigated the role of English pronunciation in the formation of English self-concept of Chinese adolescent learners in relation to significant others. The relationships between pronunciation and others' perceptions and affect have been mentioned in some literature, but have not been empirically tested. The present study constitutes an attempt to examine these relationships.
The study consists of two parts: a questionnaire research and an interview study. The questionnaire research was implemented among seven second-year classes in a junior middle school. For each class, the questionnaires were administered in two sessions, each of which required the students and the English teacher to evaluate 5 classmates with a specially designed other-evaluation scale. The 5 subjects evaluated themselves with a self-evaluation scale and at the same time evaluated the other four. The interviews were conducted with 14 students from the same classes. Seven of them were good pronouncers and the other seven were poor pronouncers.
Statistical analyses of the questionnaire and the interview data yield the following findings: First, consistent with previous research, English self-concept is highly correlated with English achievement. Second, the inferred English self-concept (others' perceptions) is highly correlated with the English self-concept and English achievement. Third, English pronunciation, pronunciation self-concept, inferred pronunciation self-concept, inferred English self-concept and English self-concept are all closely related. These findings suggest a chain of relationships between pronunciation (self-concept), others' perceptions and English self-concept and English achievement. Implications are discussed with regard to the affective problem and pronunciation teaching and learning in SLA.
引文
Allport, G. W. (1961). Pattern and Growth in Personality. New York: Holt,Rinehart, & Winston.
Arnold, J. (1999). Affect in Language Learning. Cambridge University Press.
Banse, R. (1999). Automatic evaluation of self and significant others: Affective priming in close relationships. Journal of Social and Personal Relationships, 16/6, 803-821.
Baumeister, R. F. (1990). Suicide as escape from self. Psychological Reviews,97, 90-113.
Beebe, L. (1978). Teaching pronunciation (why we should be). IDIOM, 9, 2-3.
Bemdt, T. J., & Burgy, L. (1996). Social self-concept. In Bracken, B (Ed.),Handbook of Self-Concept: Developmental, Social and Clinical Considerations (pp. 171-209). John Wiley & Sons, Inc.
Boivin, M., & Begin, G. (1989). Peer status and self-perception among early elementary school children: The case of rejected children. Child Development, 60, 591-596.
Borislow, B. (1962). Self evaluation and academic achievement, J. Counsel.Psychol., 9, 246-254.
Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX:Pro-Ed.
Bracken, B. A. (1996). Handbook of Self-Concept: Developmental Social and Clinical Considerations. John Wiley & Sons, Inc.
Bracken, B. A. (1996). Clinical applications of a context-dependent,multidimensional model of self-concept. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.463-503). John Wiley & Sons, Inc.
Bresnahan, M. I., Kim, M.S. (1993). Factors of receptivity and resistance toward
international teaching assistants. ,Journal of Asian Pacific Communication,4, 1-12.
Bresnahan, M. J., Ohashi, R., Nebashi, R., Liu, Wenying, & Shearman, S. M.(2002). Attitudinal and affective response toward accented English.Language & Communication, 22, 171-185.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.).Addison Wesley Longman, Inc.
Brown, H. D, (2002). Principles of Language Learning and Teaching (3rd ed.).Foreign Language Teaching and Research Press.
Brown, J. D., Novick, N. J., Lord, K. A., & Richards, J. M. (1992). When Gulliver travels: Social context, psychological closeness, and self-appraisals. Journal of Personality and Social Psychology, 60, 717-727.
Bums, R.B. (1979). The Self Concept in Theory, Measurement, Development and Behavior. Longman Group Limited.
Byrne, B. M. (1984). the general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research,54, 427-456.
Byrne, B. M. (1990a). Methodological approaches to the validation of academic self-concept: The construct and its measures. Applied Measurement in Education, 3, 185-207.
Byme, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp. 187-316). John Wiley & Sons, Inc.
Byme, B. M. (1996). Measuring Self-Concept across the Life Span: Issues and Instrumentation. American Psychological Association, Washington DC.
Calsyn, R. J., & Kenny, D. A. (1977). Self-concept of ability and perceived
evaluation of others: Cause or effect of academic achievement? Journal of Educational Psychology, 69, 136-145.
Coie, J. D., & Krehbiel, G. (1984). Effects of academic tutoring on the social status of low-achieving, socially rejected children. Child Development, 55,1465-1478.
Combs, A. W. (1964). The personal approach to good teaching. Educ.Leadership, 21,369-77.
Cooley, C. H. (1902). Human Nature and the Social Order. New York:Scribners.
Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco, CA: Freeman.
Craven, R. G. (1996). Enhancing academic self-concept: A large-scale longitudinal study in an educational setting.http://edweb.uws.edu.au/self/craven%20chapter2%.
Damasio, A. (1994). Descartes' Error.' Emotion, Reason and the Human Brain.New York: Avon.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. Modern Language Journal, 78,453-464.
D(?)myei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language ,Journal, 78,273-284.
Epstein, S. (1980). The stability of behavior: Ⅱ. Implications for psychological research. American Psychologist, 35, 790-806.
Festinger, L. (1954). A theory of social comparison processes. Human Relations,7, 117-140.
Fink, M. (1962). Self concept as it relates to academic underachievement, Calif.J. Educ. Res., 13, 57-62.
Gao, Yihong, Li, Yuxia, & Li Weina. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors. Asian Journal of English Language Teaching, 12, 95-119.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C., and P. D. MacIntyre. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
Gass, S. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course (2nd ed.). Lawrence Erlbaum Associates, Inc.
Giles, H., & Byrne, J. L. (1982). An intergroup approach to second language acquisition. Journal of Multilingual and Multicultural Development, 3,17-40.
Giles, H., Hewstone, M., Ryan, E. B., Johnson, P. (1987). Research on language attitudes. In Ammon, H., Dittmar, N., Mattheier, K. J. (Eds.), Sociolinguistics (pp.585-597). Walter de Gruyter, Berlin.
Goffman, E. (1972). Relations in Public. New York: Harper & Row.
Guiora, A., Beit-Hallahmi, H., Brannon, R., Dull, C., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry, 13, 421-428.
Guiora, Alexander, Z., Brannon, Robert C., and Dull, Cecilia Y. (1972b).Empathy and second language learning. Language Learning, 22, 111-130.
Hansford, B. D., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52,123-142.
Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34-64.
Harter, S. (1982). The perceived competence scale for children. Chil Development, 53, 87-97.
Harter, S. (1990b). Causes, correlates and the functional role of global self-worth: A life-span perspectiv4e. In J. Kolligian & R. Sternberg (Eds.),Perceptions of Competence and Incompetence across the Life-span (pp.67-98). New Haven, CT: Yale University Press.
Harter, S. (1996). Historical roots of contemporary issues involving self-concept.In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social,and Clinical Considerations (pp. 1-37). John Wiley & Sons, Inc.
Hatter, S., & Monsour, A. (1992). Developmental analysis of opposing self-attributes in the adolescent self-portrait. Developmental Psychology, 28,251-260.
Hattie, J. (1992). Self-concept. Hillsdale, NJ: Erlbaum.
Hattie, J., & Marsh, H. W. (1996). Future directions in self-concept research. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.421-462). John Wiley & Sons, Inc.
Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87,624-637.
James, W. (1890). Principles of Psychology. Chicago: Encyclopedia Britannica.
Jones, J. G. and Grieneeks, L. (1970). Measures of self perception as predictors of scholastic achievement. J. Educ. Res., 63, 201-203.
Keither, L. K. & Bracken, B. (1996). Self-concept instrumentation: a historical and evaluative review. In Bracken, B (Ed.), Handbook of Self-Concept:Developmental, Social, and Clinical Considerations (pp.91-170). John Wiley & Sons, Inc.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New
York: Longman.
Krashen, S. D. (1987). Applications of psycholinguistic research to the classroom. In Wu Zongjie (Ed.), Readings for Applied Linguistics and Language Teaching (1998:24-34). Zhejiang Normal University.
Larsen-Freeman, D. & Long, H. (1991). Explanations for differential success among second language learners. In Wu Zongjie (Ed.), Readings for Applied Linguistics and Language Teaching (1998:35-82). Zhejiang Normal University.
Lau, I., Yeung, A., Jin, P., & Low, R. (1999). Toward a hierarchical,multidimensional English self-concept. Journal of Educational Psychology,91,747-755.
Lecky, P. (1945). Self-Consistency: A Theory of Personality. New York: Island Press.
LeDoux, J. (1996). The Emotional Brain. New York: Simon & Schuster.
Ma, Dongmei. (2003). English Self-Concept of Chinese College English Majors.Unpublished MA Thesis.
Marsh, H. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
Marsh, H. (1988). Self Description Questionnaire: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and research monograph. San Antonio, TX:Psychological Corporation.
Marsh, H. (1990a). Causal ordering of academic self-concept and academic achievement: a multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
Marsh, H. (1990b). The influence of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational
Psychology, 82, 646-656.
Marsh, H. (1990c). A multidimensional, hierarchical model of self-concept:Theoretical and empirical justification. Educational Psychology Review, 2,77-172.
Marsh, H. (1990d). The structure of academic self-concept: the Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
Marsh, H. (1992a). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
Marsh, H. (1992b). Self Description Questionnaire (SDQ) Ⅰ: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and research monograph.Macarthur, NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1992c). Self Description Questionnaire (SDQ) Ⅱ: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: an interim test manual and research monograph. Macarthur,NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1992d). Self Description Questionnaire (SDQ) Ⅲ: A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self-concept: an interim test manual and research monograph.Macarthur, NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1993a). Academic self-concept: Theory, measurement, and research.In J. Suls (Ed.), Psychological Perspectives on the Self (Vol.4). Hillsdale,NJ: Erlbaum.
Marsh, H. (1994b). 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. (2002). Director's Annual Report for the SELF Research Center.http://edweb.uws.edu.au/self.
Marsh, H. & 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. & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In Bracken, B (Ed.), Handbook of Self-Concept:Developmental, Social, and Clinical Considerations (pp.38-90). John Wiley & Sons, Inc.
Marsh, H. W., & Peart, N. D. (1988). Competitive and cooperative physical fitness training programs for girls: Effects on physical fitness and on multidimensional self-concepts. Journal of Sport Psychology, 10, 390-407.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted,hierarchical structure. Educational Psychologist, 20,107-125.
Marsh, H. & 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.
Mead, G. H. (1925). The genesis of the self and social control. International Journal of Ethics, 35, 251-273.
Mead, G. H. (1934). Mind, Self, and Society. Chicago: University of Chicago Press.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481-519.
Murphy, J. M. (1991). Oral communication in TESOL: integrating speaking,listening, and pronunciation. TESOL Quarterly, 25, 51-74.
Novick, N., Cauce, A. M. & Grove, K. (1996). Competence self-concept. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.210-258). John Wiley & Sons, Inc.
Pan,Wei. (2003). Self-concept Study. MA thesis (to be completed). Guangdong University of Foreign Studies.
Pennington, M. C. & Richards, J. C. (1986). Pronunciation revisited. TESOL Quarterly, 20, 207-225.
Purkey, W. W. & J. Novak. (1984). Inviting School Success. Belmont, California:wadsworth.
Roche, L. A., & Marsh, H. W. (2001). Teaching self-concept in higher education:
Reflecting on multiple dimensions of teaching effectiveness. In N. Hativa & P. Goodyear, (Eds.), Teachers' Thinking, Beliefs and Knowledge in Higher Education (pp. 179-218). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Ryan, E. B. (1983). Social psychological mechanisms underlying native speaker reactions to nonnative speech. Studies in Second Language Acquisition, 5,148-159.
Seliger, H. & Shohamy, E. (1989). Second Language Research Methods. Oxford University Press.
Schumann, J. H. (1994). Where is cognition? Emotion and cognition in second language acquisition. SSLA, 16, 231-242.
Schumann, J. H. (1997). The Neurobiology of Affect in Language. Boston:Blackwell.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Validation of construct interpretations. Review of Educational Research, 46, 407-441.
Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
Smit, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL, 40, 89-116.
Snyder, M. (1987). Public Appearances/Private Realities. New York: Freeman.
Strein, W. (1993). Advances in research on academic self-concept: Implications for school psychology. School Psychology Review, 22, 273-284.
Stevick, E. W. (1976). Memory, Meaning & Method. Rowley, MA: Newbury House.
Stevick, E. W. (1978). Toward a practical philosophy of pronunciation: another view. TESOL Quarterly, 12/2, 145-150.
Stevick, E. W. (1980). Teaching Languages: A Way and Ways. Rowley, MA: Newbury House.
Stevick, E. W. (1986). Images and Options in the Language Classroom.Cambridge: Cambridge University Press.
Stevick, E. W. (1990). Humanism in Language Teaching. Oxford: Oxford University Press.
Stevick, E. W. (1996). Memory, Meaning and Method: A View of Language Teaching (2nd ed.) Boston, MA: Heinle & Heinle.
Stevick, E. W. (1998). Working with Teaching Methods: What's at Stake? Boston: Heinle & Heinle.
Walsh, A. M. (1956). Self Concepts of Bright Boys with Learning difficulties.New York: Teachers College, Columbia Univ.
Wang, Chuming. (February, 2003). Personal Communication.
Wang,Chuming. (2001). The two major factors influencing L2 learning and their effect on L2 teaching. Waiyu Jie (外语界), 6, 8-12。
Wentzel, K. R., & Erdley, C. A. (1993). Strategies for making friends: Relations to social behavior and peer acceptance in early adolescence. Developmental Psychology, 29, 819-826.
Wertsch, J. (Ed.). (1988). Cognition: Vygotskian Perspectives. Cambridge:Cambridge University Press.
West, C. K., Fish, J. A., & Stevens, R. J. (1980). General self-concept, self-concept of academic ability and school achievement: Implications for "causes" of self-concept. The Australian Journal of Education, 24,194-213.
White, M. J., Li, Y., (1991). Second-language fluency and person perception in China and the United States. Journal of Language and Social Psychology,10, 99-113.
Williams, M. & Burden, R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge University Press.
Williams, M. & Bruden, R. L. (1999). Students' developing conceptions of themselves as language learners. Modem Language Journal, 83,193-201.
Wu, Xudong. (2002). Personal Conversation.
Yeung, A.S. & Lee, F. (1999). Self-concept of high school students in China: confirmatory factor analysis of longitudinal data. Educational and Psychological Measurement, 59, 431-450.
Zimmerman, I.L. & Allebrand, G. N. (1965). Personality characteristics and attitudes towards achievement of good and poor readers, J. Educ. Res., 59,28-30.
Arnold, J. (1999). Affect in Language Learning. Cambridge University Press.
Banse, R. (1999). Automatic evaluation of self and significant others: Affective priming in close relationships. Journal of Social and Personal Relationships, 16/6, 803-821.
Baumeister, R. F. (1990). Suicide as escape from self. Psychological Reviews,97, 90-113.
Beebe, L. (1978). Teaching pronunciation (why we should be). IDIOM, 9, 2-3.
Bemdt, T. J., & Burgy, L. (1996). Social self-concept. In Bracken, B (Ed.),Handbook of Self-Concept: Developmental, Social and Clinical Considerations (pp. 171-209). John Wiley & Sons, Inc.
Boivin, M., & Begin, G. (1989). Peer status and self-perception among early elementary school children: The case of rejected children. Child Development, 60, 591-596.
Borislow, B. (1962). Self evaluation and academic achievement, J. Counsel.Psychol., 9, 246-254.
Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX:Pro-Ed.
Bracken, B. A. (1996). Handbook of Self-Concept: Developmental Social and Clinical Considerations. John Wiley & Sons, Inc.
Bracken, B. A. (1996). Clinical applications of a context-dependent,multidimensional model of self-concept. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.463-503). John Wiley & Sons, Inc.
Bresnahan, M. I., Kim, M.S. (1993). Factors of receptivity and resistance toward
international teaching assistants. ,Journal of Asian Pacific Communication,4, 1-12.
Bresnahan, M. J., Ohashi, R., Nebashi, R., Liu, Wenying, & Shearman, S. M.(2002). Attitudinal and affective response toward accented English.Language & Communication, 22, 171-185.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.).Addison Wesley Longman, Inc.
Brown, H. D, (2002). Principles of Language Learning and Teaching (3rd ed.).Foreign Language Teaching and Research Press.
Brown, J. D., Novick, N. J., Lord, K. A., & Richards, J. M. (1992). When Gulliver travels: Social context, psychological closeness, and self-appraisals. Journal of Personality and Social Psychology, 60, 717-727.
Bums, R.B. (1979). The Self Concept in Theory, Measurement, Development and Behavior. Longman Group Limited.
Byrne, B. M. (1984). the general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research,54, 427-456.
Byrne, B. M. (1990a). Methodological approaches to the validation of academic self-concept: The construct and its measures. Applied Measurement in Education, 3, 185-207.
Byme, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp. 187-316). John Wiley & Sons, Inc.
Byme, B. M. (1996). Measuring Self-Concept across the Life Span: Issues and Instrumentation. American Psychological Association, Washington DC.
Calsyn, R. J., & Kenny, D. A. (1977). Self-concept of ability and perceived
evaluation of others: Cause or effect of academic achievement? Journal of Educational Psychology, 69, 136-145.
Coie, J. D., & Krehbiel, G. (1984). Effects of academic tutoring on the social status of low-achieving, socially rejected children. Child Development, 55,1465-1478.
Combs, A. W. (1964). The personal approach to good teaching. Educ.Leadership, 21,369-77.
Cooley, C. H. (1902). Human Nature and the Social Order. New York:Scribners.
Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco, CA: Freeman.
Craven, R. G. (1996). Enhancing academic self-concept: A large-scale longitudinal study in an educational setting.http://edweb.uws.edu.au/self/craven%20chapter2%.
Damasio, A. (1994). Descartes' Error.' Emotion, Reason and the Human Brain.New York: Avon.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. Modern Language Journal, 78,453-464.
D(?)myei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language ,Journal, 78,273-284.
Epstein, S. (1980). The stability of behavior: Ⅱ. Implications for psychological research. American Psychologist, 35, 790-806.
Festinger, L. (1954). A theory of social comparison processes. Human Relations,7, 117-140.
Fink, M. (1962). Self concept as it relates to academic underachievement, Calif.J. Educ. Res., 13, 57-62.
Gao, Yihong, Li, Yuxia, & Li Weina. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors. Asian Journal of English Language Teaching, 12, 95-119.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C., and P. D. MacIntyre. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
Gass, S. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course (2nd ed.). Lawrence Erlbaum Associates, Inc.
Giles, H., & Byrne, J. L. (1982). An intergroup approach to second language acquisition. Journal of Multilingual and Multicultural Development, 3,17-40.
Giles, H., Hewstone, M., Ryan, E. B., Johnson, P. (1987). Research on language attitudes. In Ammon, H., Dittmar, N., Mattheier, K. J. (Eds.), Sociolinguistics (pp.585-597). Walter de Gruyter, Berlin.
Goffman, E. (1972). Relations in Public. New York: Harper & Row.
Guiora, A., Beit-Hallahmi, H., Brannon, R., Dull, C., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry, 13, 421-428.
Guiora, Alexander, Z., Brannon, Robert C., and Dull, Cecilia Y. (1972b).Empathy and second language learning. Language Learning, 22, 111-130.
Hansford, B. D., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52,123-142.
Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34-64.
Harter, S. (1982). The perceived competence scale for children. Chil Development, 53, 87-97.
Harter, S. (1990b). Causes, correlates and the functional role of global self-worth: A life-span perspectiv4e. In J. Kolligian & R. Sternberg (Eds.),Perceptions of Competence and Incompetence across the Life-span (pp.67-98). New Haven, CT: Yale University Press.
Harter, S. (1996). Historical roots of contemporary issues involving self-concept.In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social,and Clinical Considerations (pp. 1-37). John Wiley & Sons, Inc.
Hatter, S., & Monsour, A. (1992). Developmental analysis of opposing self-attributes in the adolescent self-portrait. Developmental Psychology, 28,251-260.
Hattie, J. (1992). Self-concept. Hillsdale, NJ: Erlbaum.
Hattie, J., & Marsh, H. W. (1996). Future directions in self-concept research. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.421-462). John Wiley & Sons, Inc.
Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87,624-637.
James, W. (1890). Principles of Psychology. Chicago: Encyclopedia Britannica.
Jones, J. G. and Grieneeks, L. (1970). Measures of self perception as predictors of scholastic achievement. J. Educ. Res., 63, 201-203.
Keither, L. K. & Bracken, B. (1996). Self-concept instrumentation: a historical and evaluative review. In Bracken, B (Ed.), Handbook of Self-Concept:Developmental, Social, and Clinical Considerations (pp.91-170). John Wiley & Sons, Inc.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New
York: Longman.
Krashen, S. D. (1987). Applications of psycholinguistic research to the classroom. In Wu Zongjie (Ed.), Readings for Applied Linguistics and Language Teaching (1998:24-34). Zhejiang Normal University.
Larsen-Freeman, D. & Long, H. (1991). Explanations for differential success among second language learners. In Wu Zongjie (Ed.), Readings for Applied Linguistics and Language Teaching (1998:35-82). Zhejiang Normal University.
Lau, I., Yeung, A., Jin, P., & Low, R. (1999). Toward a hierarchical,multidimensional English self-concept. Journal of Educational Psychology,91,747-755.
Lecky, P. (1945). Self-Consistency: A Theory of Personality. New York: Island Press.
LeDoux, J. (1996). The Emotional Brain. New York: Simon & Schuster.
Ma, Dongmei. (2003). English Self-Concept of Chinese College English Majors.Unpublished MA Thesis.
Marsh, H. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
Marsh, H. (1988). Self Description Questionnaire: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and research monograph. San Antonio, TX:Psychological Corporation.
Marsh, H. (1990a). Causal ordering of academic self-concept and academic achievement: a multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
Marsh, H. (1990b). The influence of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational
Psychology, 82, 646-656.
Marsh, H. (1990c). A multidimensional, hierarchical model of self-concept:Theoretical and empirical justification. Educational Psychology Review, 2,77-172.
Marsh, H. (1990d). The structure of academic self-concept: the Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
Marsh, H. (1992a). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
Marsh, H. (1992b). Self Description Questionnaire (SDQ) Ⅰ: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and research monograph.Macarthur, NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1992c). Self Description Questionnaire (SDQ) Ⅱ: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: an interim test manual and research monograph. Macarthur,NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1992d). Self Description Questionnaire (SDQ) Ⅲ: A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self-concept: an interim test manual and research monograph.Macarthur, NSW Australia: Faculty of Education, University of Western Sydney.
Marsh, H. (1993a). Academic self-concept: Theory, measurement, and research.In J. Suls (Ed.), Psychological Perspectives on the Self (Vol.4). Hillsdale,NJ: Erlbaum.
Marsh, H. (1994b). 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. (2002). Director's Annual Report for the SELF Research Center.http://edweb.uws.edu.au/self.
Marsh, H. & 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. & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In Bracken, B (Ed.), Handbook of Self-Concept:Developmental, Social, and Clinical Considerations (pp.38-90). John Wiley & Sons, Inc.
Marsh, H. W., & Peart, N. D. (1988). Competitive and cooperative physical fitness training programs for girls: Effects on physical fitness and on multidimensional self-concepts. Journal of Sport Psychology, 10, 390-407.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted,hierarchical structure. Educational Psychologist, 20,107-125.
Marsh, H. & 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.
Mead, G. H. (1925). The genesis of the self and social control. International Journal of Ethics, 35, 251-273.
Mead, G. H. (1934). Mind, Self, and Society. Chicago: University of Chicago Press.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481-519.
Murphy, J. M. (1991). Oral communication in TESOL: integrating speaking,listening, and pronunciation. TESOL Quarterly, 25, 51-74.
Novick, N., Cauce, A. M. & Grove, K. (1996). Competence self-concept. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations (pp.210-258). John Wiley & Sons, Inc.
Pan,Wei. (2003). Self-concept Study. MA thesis (to be completed). Guangdong University of Foreign Studies.
Pennington, M. C. & Richards, J. C. (1986). Pronunciation revisited. TESOL Quarterly, 20, 207-225.
Purkey, W. W. & J. Novak. (1984). Inviting School Success. Belmont, California:wadsworth.
Roche, L. A., & Marsh, H. W. (2001). Teaching self-concept in higher education:
Reflecting on multiple dimensions of teaching effectiveness. In N. Hativa & P. Goodyear, (Eds.), Teachers' Thinking, Beliefs and Knowledge in Higher Education (pp. 179-218). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Ryan, E. B. (1983). Social psychological mechanisms underlying native speaker reactions to nonnative speech. Studies in Second Language Acquisition, 5,148-159.
Seliger, H. & Shohamy, E. (1989). Second Language Research Methods. Oxford University Press.
Schumann, J. H. (1994). Where is cognition? Emotion and cognition in second language acquisition. SSLA, 16, 231-242.
Schumann, J. H. (1997). The Neurobiology of Affect in Language. Boston:Blackwell.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Validation of construct interpretations. Review of Educational Research, 46, 407-441.
Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
Smit, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL, 40, 89-116.
Snyder, M. (1987). Public Appearances/Private Realities. New York: Freeman.
Strein, W. (1993). Advances in research on academic self-concept: Implications for school psychology. School Psychology Review, 22, 273-284.
Stevick, E. W. (1976). Memory, Meaning & Method. Rowley, MA: Newbury House.
Stevick, E. W. (1978). Toward a practical philosophy of pronunciation: another view. TESOL Quarterly, 12/2, 145-150.
Stevick, E. W. (1980). Teaching Languages: A Way and Ways. Rowley, MA: Newbury House.
Stevick, E. W. (1986). Images and Options in the Language Classroom.Cambridge: Cambridge University Press.
Stevick, E. W. (1990). Humanism in Language Teaching. Oxford: Oxford University Press.
Stevick, E. W. (1996). Memory, Meaning and Method: A View of Language Teaching (2nd ed.) Boston, MA: Heinle & Heinle.
Stevick, E. W. (1998). Working with Teaching Methods: What's at Stake? Boston: Heinle & Heinle.
Walsh, A. M. (1956). Self Concepts of Bright Boys with Learning difficulties.New York: Teachers College, Columbia Univ.
Wang, Chuming. (February, 2003). Personal Communication.
Wang,Chuming. (2001). The two major factors influencing L2 learning and their effect on L2 teaching. Waiyu Jie (外语界), 6, 8-12。
Wentzel, K. R., & Erdley, C. A. (1993). Strategies for making friends: Relations to social behavior and peer acceptance in early adolescence. Developmental Psychology, 29, 819-826.
Wertsch, J. (Ed.). (1988). Cognition: Vygotskian Perspectives. Cambridge:Cambridge University Press.
West, C. K., Fish, J. A., & Stevens, R. J. (1980). General self-concept, self-concept of academic ability and school achievement: Implications for "causes" of self-concept. The Australian Journal of Education, 24,194-213.
White, M. J., Li, Y., (1991). Second-language fluency and person perception in China and the United States. Journal of Language and Social Psychology,10, 99-113.
Williams, M. & Burden, R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge University Press.
Williams, M. & Bruden, R. L. (1999). Students' developing conceptions of themselves as language learners. Modem Language Journal, 83,193-201.
Wu, Xudong. (2002). Personal Conversation.
Yeung, A.S. & Lee, F. (1999). Self-concept of high school students in China: confirmatory factor analysis of longitudinal data. Educational and Psychological Measurement, 59, 431-450.
Zimmerman, I.L. & Allebrand, G. N. (1965). Personality characteristics and attitudes towards achievement of good and poor readers, J. Educ. Res., 59,28-30.