中国英语专业一年级学生自我概念和英语发音之间的关系
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摘要
学习者情感因素对二语习得过程影响的重要性已经为越来越多研究者所关注。其中，属于情感范畴的自我概念引起研究者越来越的重视。在构建方面，自我概念具有多维度、多层次的特点。层次结构的最上方是一般自我概念，一般自我概念分成学业自我概念和非学业自我概念，学业自我概念包括具体的学科自我概念，在这些具体学科自我概念下还包括分类更细的自我概念，比如英语自我概念就包括英语发音自我概念、英语听力自我概念、英语口语自我概念、英语阅读自我概念、英语写作自我概念等等。各层次上的自我概念变量统一在一般自我概念之下，上下制约，互有影响。一方的变化必然引起另一方的变化。
在外语学习中，情感因素和语音之间的关系最为敏感，也最为密切。第一，发音常常是与个人自我认同和相应的文化相联系在一起；第二，发音与一系列情感因素相联系；第三，发音对个人自我概念的形成有重大影响。发音虽然只是外语学习的一部分，但外语发音的好坏影响别人对一个人整体外语水平的评价。在一个人情感发展过程中，发音和重要他人在一个人自我概念的形成和发展中起到至关紧要的作用。
在一些心理学和二语习得的相关领域，研究者对英语自我概念和发音，发音和他人的评价和情感等方面进行了探讨。但是在中国英语专业大学一年级新生的自我概念和他们的英语发音的关系方面，二者之间的关系至今未得到实验性的证明。鉴于自我概念的重要性以及研究的必要性，本文将从实证的角度探讨中国英语专业大学一年级新生的自我概念和他们的英语发音之间的关系。
为探讨中国英语专业大学一年级新生的自我概念和他们的英语发音之间的关系，作者进行了实证性研究。本研究包括两部分：第一部分是定量实验(即问卷调查)；第二部分是定性实验(即个人访谈)。调查是在一大学的一年级六个班中展开。
自我概念问卷调查由两部分组成——自我概念自评问卷和自我概念他评问卷。自我概念自评问卷是一学业自我概念量表。该调查工具是模仿Marsh的自我描述问卷Ⅱ(SDQⅡ)而设计的自我概念调查表，Marsh的SDQⅡ是针对青少
With the recognition of the significance of affect in second language learning, there is a mounting increase in the research on various affective factors. Self-concept, one of the elements in the affective domain, is receiving more and more attention in language learning field. It is agreed that self-concept is multidimensional and hierarchical in structure, and there are more specific components of self-concept under each specific subject self-concept. For example, the global English self-concept is multifaceted in nature and may consist of more specific components such as English pronunciation self-concept, English listening self-concept, English speaking self-concept, English reading self-concept, English writing self-concept, etc. Self-concept is not only multifaceted and hierarchical, but also, it is reciprocal in nature.
In language learning, affect may be considered the most sensitive and closely related to pronunciation. First, pronunciation is often linked with one's self-identity and the corresponding culture. Second, pronunciation is related to a series of emotions, or affective states. Third, pronunciation is found to have a powerful impact on the formation of one's self-concept. Pronunciation partly reflects one's English level and is subject to the evaluation and judgment of others. In the formation and development of one's self-concept, both pronunciation and significant others play a crucial role in learners' affective growth.
The relationships between English self-concept and pronunciation, pronunciation and others' perception and affect have been discussed in some related fields like psychology and second language acquisition researches. But, in these aspects there have not been many empirical tests concerning the self-concept of Chinese freshmen majoring in English and their English pronunciation in China. Motivated by the necessity and significance of self-concept, this thesis attempts to examine this unexplored field and studies the relationship between English self-concept and
在外语学习中，情感因素和语音之间的关系最为敏感，也最为密切。第一，发音常常是与个人自我认同和相应的文化相联系在一起；第二，发音与一系列情感因素相联系；第三，发音对个人自我概念的形成有重大影响。发音虽然只是外语学习的一部分，但外语发音的好坏影响别人对一个人整体外语水平的评价。在一个人情感发展过程中，发音和重要他人在一个人自我概念的形成和发展中起到至关紧要的作用。
在一些心理学和二语习得的相关领域，研究者对英语自我概念和发音，发音和他人的评价和情感等方面进行了探讨。但是在中国英语专业大学一年级新生的自我概念和他们的英语发音的关系方面，二者之间的关系至今未得到实验性的证明。鉴于自我概念的重要性以及研究的必要性，本文将从实证的角度探讨中国英语专业大学一年级新生的自我概念和他们的英语发音之间的关系。
为探讨中国英语专业大学一年级新生的自我概念和他们的英语发音之间的关系，作者进行了实证性研究。本研究包括两部分：第一部分是定量实验(即问卷调查)；第二部分是定性实验(即个人访谈)。调查是在一大学的一年级六个班中展开。
自我概念问卷调查由两部分组成——自我概念自评问卷和自我概念他评问卷。自我概念自评问卷是一学业自我概念量表。该调查工具是模仿Marsh的自我描述问卷Ⅱ(SDQⅡ)而设计的自我概念调查表，Marsh的SDQⅡ是针对青少
With the recognition of the significance of affect in second language learning, there is a mounting increase in the research on various affective factors. Self-concept, one of the elements in the affective domain, is receiving more and more attention in language learning field. It is agreed that self-concept is multidimensional and hierarchical in structure, and there are more specific components of self-concept under each specific subject self-concept. For example, the global English self-concept is multifaceted in nature and may consist of more specific components such as English pronunciation self-concept, English listening self-concept, English speaking self-concept, English reading self-concept, English writing self-concept, etc. Self-concept is not only multifaceted and hierarchical, but also, it is reciprocal in nature.
In language learning, affect may be considered the most sensitive and closely related to pronunciation. First, pronunciation is often linked with one's self-identity and the corresponding culture. Second, pronunciation is related to a series of emotions, or affective states. Third, pronunciation is found to have a powerful impact on the formation of one's self-concept. Pronunciation partly reflects one's English level and is subject to the evaluation and judgment of others. In the formation and development of one's self-concept, both pronunciation and significant others play a crucial role in learners' affective growth.
The relationships between English self-concept and pronunciation, pronunciation and others' perception and affect have been discussed in some related fields like psychology and second language acquisition researches. But, in these aspects there have not been many empirical tests concerning the self-concept of Chinese freshmen majoring in English and their English pronunciation in China. Motivated by the necessity and significance of self-concept, this thesis attempts to examine this unexplored field and studies the relationship between English self-concept and
引文
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[2] Banes, R. (1999). Automatic evaluation of self and significant others: Affective priming in close relationships [J]. Journal of Social and Personal Relationships, 16/6, 803-821.
[3] Berndt, T. J., & Burgy, L. (1996). Social self-concept [C]. In Bracken, B (Ed.), Handbook of Self-concept: Developmental, Social, and Clinical Considerations. New York: John Wiley & Sons, Inc.
[4] Bresnahan, M. J., Ohashi, R., Liu, Wenying, & Shearman, S. M. (2002). Attitudinal and affective response toward accented English [J]. Language & Communication, 22,171-185.
[5] Bums, R.B. (1979). The Self Concept in Theory, Measurement, Development and Behavior [M]. Longman Group Limited.
[6] Byrne, B. M (1984). The general/academic self-concept nomological network: A review of construct validation research [J]. Review of Educational Research, 54, 427-456.
[7] Byrne, B. M (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement [C]. In Bracken, B. (Ed.), Handbook of Self-concept: Developmental, Social, and Clinical Considerations. New York: John Wiley & Sons, Inc.
[8] Combs, A. W. (1964). The personal approach to good teaching [J]. Educational Leadership, 21,369-77.
[9] Cooley, C. H. (1902). Human Nature and the Social Order [M]. New York: Scribners.
[10] Crain, R. M. (1996). The influence of age, race, and gender on child and adolescent multidimensional self-concept [C]. In Bracken, B. A. (Eds.)Handbook of Self-concept: Developmental, Social and Clinical Considerations. New York: John Wiley & Sons, Inc.
[11] Ferstiger, L. (1954). A theory of social comparison processes [J]. Human Relations, 7.117-140.
[12] Fleming, J. S., & Courtney, B. E. (1984). The dimensionality of self-esteem: Hierarchical facet model for revised measurement scales [J]. Journal of Personality and Social Psychology, 46, 404-421.
[13] Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation [M]. London: Edward Arnold.
[14] Gardner, R. C. and P. D. Maclntyre. (1993). On the measurement of affective variables in second language learning [J]. Language Learning, 43, 157-194.
[15] Gass, S. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course [M](2nd ed.). Lawrence Erlbaum Associates. Inc.
[16] Gao, Yihong, Li, Yuxia, & Li Weina. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors [J]. Asian Journal of English Language Teaching, 12, 95-119.
[17] Hamacheck, D. E. (1992). Encounters with the Self [M]. Orlando: Harcourt
[18] Giles, H., Hewstone, M.,Ryan, E. B., Johnson, P. (1987). Research on language attitude [C]. In Ammon, H., Dittmar, N., Matteier, K. J. (Eds.), Sociolinguistics. Berlin: Walter de Gruyter.
[19] Hansford, B. D., & Hattie, J. A (1982). The relationship between self and achievement/performance measures [J]. Review of Educational Research, 52, 123-142.
[20] Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model [J]. Human Development, 21, 34-64.
[21] Harter, S. (1978). Causes, correlates and the functional role of global self-worth: A life-span perspective [C]. In J. Kolligian & R. Sternberg (Eds.), Perceptions of Competence and Incompetence across the Life-span (pp.67-98). New Havev, CT: Yale University Press.
[22] Harter, S. (1996). Historical roots of contemporary issues involving self-concept research [C]. In Bracken, B (Ed.), Handbook of Self-concept: Developmental Social and Clinical Considerations. New York: John Wiley & Sons, Inc.
[23] Hatti, J. (1992). Self- concept [M]. Hillsdale, NJ: Erlbaum.
[24] Hatti, J., & Marsh, H. W. (1996). Future directions in self-concept research [C]. In Bracken, B (Ed.), Handbook of Self-concept: Developmental, Social, and Clinical Considerations. New York: John Wiley & Sons, Inc.
[25] Helrnke, A., & van Aken, M. A. G (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study [J]. Journal of Educational Psychology, 87, 624-637.
[26] Jones, J. G and Grieneeks, L. (1970). Measures of self-perception as predictors of scholastic achievement [J]. Journal of Educational Research, 63, 201-203.
[27] Keither, L. K. & Bracken, B. (1996). Self-concept instrumentation: a historical and evaluative review [C]. In Bracken, B (Ed.), Handbook of Self-concept: Developmental, Social, and Clinical Considerations. New York: John Wiley& Sons,Inc
[28] Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications [M]. New York: Longman.
[29] Lau, I., Yeung, A., Jin, P & Low, R (1999). Toward a hierarchical, multidimensional English self-concept [J]. Journal of Educational Psychology, 91,747-755.
[30] Larsen-Freeman, D. & Long, H. (1991). Explanations for differential success among second language learners [C]. In Wu Zongjie (Ed.), Readings for Applied Linguistics and Language Teaching(1998:35-82). Zhejiang Normal University.
[31] LeDoux, J. (1996). The Emotional Brain [M]. New York: Simon & Schuster.
[32] Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model [J]. American Educational Journal, 23, 129-149.
[33] Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: preadolescence to early adulthood [J]. Journal of Educational Psychology. 82, 623-636.
[34] Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept [J]. Journal of Educational Psychology. 79, 280-295.
[35] Marsh, H. W. (1990a) A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification [J]. Educational Psychology Review, 2,\ 77-172.
[36] Marsh, H. W. (1990b) The structure of academic self-concept: The Marsh/ Shavelson model [J]. Journal Educational Psychology ,84, 35-42.
[37] Marsh, H. W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of academic self-concept and educational aspirations [J]. American Educational Research Journal 28,445-480.
[38] Marsh, H. (1992a). 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 [M]. Macarthur. BSW Australia: Faculty of Education, University of Western Sydney.
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