高职学生的英语自我概念与其英语学习成绩的关系的研究
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摘要
本研究考察了高职学生的英语自我概念与其英语学习成绩之间的关系,并分别考察了性别差异和学生来源(农村或城镇)不同对高职学生的英语自我概念和英语学习成绩的影响。本研究的英语学习成绩只涉及到英语听力成绩、英语词汇结构成绩、英语阅读成绩和高考英语成绩。虽然研究者们对英语自我概念与英语学习之间的关系已经做过大量的实证性研究,但是有关高职学生的英语自我概念与其英语学习成绩之间的关系的研究却很少,这使我们无法全面了解学习者在外语学习过程中的情感特点及其对外语学习成绩的影响。
本研究采用了问卷调查的方式,考察了江西蓝天学院经济管理系物流专业一年级59名学生对外语学习的自我评价和自我感受。作者利用社会学统计分析软件SPSS13.0对相关的数据进行了相关分析和独立样本T检验。
统计分析结果如下:第一,高职学生的英语整体自我概念与其听力自我概念、口语自我概念、阅读自我概念、写作自我概念、词汇自我概念、语法自我概念都显著相关。其中,高职学生的英语词汇自我概念对其英语整体自我概念的影响最为显著。第二,高职学生的英语整体自我概念与其英语整体学习成绩显著相关,即具有积极的英语自我概念的高职学生,其英语整体学习成绩较好,反之亦然;具有消极的英语自我概念的高职学生,其英语整体学习成绩较差,反之亦然。就具体方面而言,高职学生的英语听力自我概念与其听力成绩之间显著相关,相互作用,相互影响;高职学生的英语语法自我概念与其语法水平显著相关,相互作用,相互影响。第三,高职学生的英语听力自我概念存在着显著的性别差异,即女性高职学生的英语听力自我概念明显高于男性高职学生的英语听力自我概念;而高职学生的英语整体自我概念和其它具体方面的自我概念(口语自我概念、阅读自我概念、写作自我概念等)及其英语学习成绩都不存在着显著的性别差异。第四,高职学生的英语自我概念(包括整体的和具体方面的)及其英语学习成绩都不受其生源(来自农村或城镇)的影响。
The current study examined the relationship between vocational college students’English self-concept and their English learning achievements, and the effects of gender and students’source (from the countryside or from the city and town) on vocational college students’English self-concept and their English learning achievements respectively.
As far as English learning achievements are concerned, the present study focuses on listening achievement, vocabulary and structure achievement, reading achievement and the achievement of Matriculation English examination. Although researchers have conducted numerous studies on the relationship between English self-concept and English language learning, little research has been done to investigate the relationship between vocational college students’English self-concept and their English learning achievements. Thus we can not get a thorough picture of learners’affective characteristics in the foreign language learning process as well as its effects on English achievements.
The present study surveyed 59 subjects’self-appraisal and self-perception of their foreign language learning by questionnaires. The subjects of the study are freshmen majoring in Logistics from the Department of Economic Management of Jiangxi Blue Sky University. Pearson correlation analysis and Independent Samples Test were conducted to analyze the related data by the statistical software SPSS13.0. Statistical analysis of the collected data yields the following findings: Firstly, vocational college students’English general self-concept is significantly correlated with their listening self-concept, speaking self-concept, reading self-concept, writing self-concept, vocabulary self-concept and grammar self-concept. Among them, the largest correlation existed between vocational college students’vocabulary self-concept and their English general self-concept.
Secondly, vocational college students’English general self-concept is significantly correlated with their global English learning achievements. In other words, vocational college students with positive English self-concept tend to get higher global English learning achievements and vice versa, and vocational college students with negative English self-concept tend to get lower global English achievements and vice versa. With regard to the specific facets, vocational college students’listening achievement and their listening self-concept are highly correlated with each other and interacted mutually, and the same is true with the relationship between vocational college students’grammar self-concept and their English grammar level.
Thirdly, there exists significant gender difference in vocational college students’English listening self-concept, that is to say, females’English listening self-concept was significantly higher than that of males. Nevertheless, gender had no significant effects on the vocational college students’general English self-concept and other specific dimensions of English self-concept as well as their English learning achievements.
Fourthly, there is no significant effects of students’source (from the countryside or from the city and town) on vocational college students’English self-concept (including general and specific facets) and their English learning achievements.
本研究采用了问卷调查的方式,考察了江西蓝天学院经济管理系物流专业一年级59名学生对外语学习的自我评价和自我感受。作者利用社会学统计分析软件SPSS13.0对相关的数据进行了相关分析和独立样本T检验。
统计分析结果如下:第一,高职学生的英语整体自我概念与其听力自我概念、口语自我概念、阅读自我概念、写作自我概念、词汇自我概念、语法自我概念都显著相关。其中,高职学生的英语词汇自我概念对其英语整体自我概念的影响最为显著。第二,高职学生的英语整体自我概念与其英语整体学习成绩显著相关,即具有积极的英语自我概念的高职学生,其英语整体学习成绩较好,反之亦然;具有消极的英语自我概念的高职学生,其英语整体学习成绩较差,反之亦然。就具体方面而言,高职学生的英语听力自我概念与其听力成绩之间显著相关,相互作用,相互影响;高职学生的英语语法自我概念与其语法水平显著相关,相互作用,相互影响。第三,高职学生的英语听力自我概念存在着显著的性别差异,即女性高职学生的英语听力自我概念明显高于男性高职学生的英语听力自我概念;而高职学生的英语整体自我概念和其它具体方面的自我概念(口语自我概念、阅读自我概念、写作自我概念等)及其英语学习成绩都不存在着显著的性别差异。第四,高职学生的英语自我概念(包括整体的和具体方面的)及其英语学习成绩都不受其生源(来自农村或城镇)的影响。
The current study examined the relationship between vocational college students’English self-concept and their English learning achievements, and the effects of gender and students’source (from the countryside or from the city and town) on vocational college students’English self-concept and their English learning achievements respectively.
As far as English learning achievements are concerned, the present study focuses on listening achievement, vocabulary and structure achievement, reading achievement and the achievement of Matriculation English examination. Although researchers have conducted numerous studies on the relationship between English self-concept and English language learning, little research has been done to investigate the relationship between vocational college students’English self-concept and their English learning achievements. Thus we can not get a thorough picture of learners’affective characteristics in the foreign language learning process as well as its effects on English achievements.
The present study surveyed 59 subjects’self-appraisal and self-perception of their foreign language learning by questionnaires. The subjects of the study are freshmen majoring in Logistics from the Department of Economic Management of Jiangxi Blue Sky University. Pearson correlation analysis and Independent Samples Test were conducted to analyze the related data by the statistical software SPSS13.0. Statistical analysis of the collected data yields the following findings: Firstly, vocational college students’English general self-concept is significantly correlated with their listening self-concept, speaking self-concept, reading self-concept, writing self-concept, vocabulary self-concept and grammar self-concept. Among them, the largest correlation existed between vocational college students’vocabulary self-concept and their English general self-concept.
Secondly, vocational college students’English general self-concept is significantly correlated with their global English learning achievements. In other words, vocational college students with positive English self-concept tend to get higher global English learning achievements and vice versa, and vocational college students with negative English self-concept tend to get lower global English achievements and vice versa. With regard to the specific facets, vocational college students’listening achievement and their listening self-concept are highly correlated with each other and interacted mutually, and the same is true with the relationship between vocational college students’grammar self-concept and their English grammar level.
Thirdly, there exists significant gender difference in vocational college students’English listening self-concept, that is to say, females’English listening self-concept was significantly higher than that of males. Nevertheless, gender had no significant effects on the vocational college students’general English self-concept and other specific dimensions of English self-concept as well as their English learning achievements.
Fourthly, there is no significant effects of students’source (from the countryside or from the city and town) on vocational college students’English self-concept (including general and specific facets) and their English learning achievements.
引文
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9. Fleming, J.S., & Courtney, B.E. The dimensionality of self-esteem: Hierarchical facet model for revised measurement scales [J]. Journal of Personality and Social Psychology, 1984 (46), 404-421.
10. Hamachek, D.E. Encounters with the Self. Orlando: Harcourt, Brace, Jovanovitch. 1992.
11. Harter, S. Causes, correlates and the functional role of global self-worth: A life-span perspective. In J. Kolligian & R. Stermberg ( Eds.), Perceptions of Competence and Incompetence across the Life-span [M]. New Haven, CT: Yale University Press. 1990, 67-98.
12. Harter, S. Manual for the self-perception profile for children [M]. Denver, CO: University of Denver, 1985.
13. Hattie, Janet . Enhancing Self-Concept [M]. In Hattie, John. 1992.
14. Hattie, J.A., & McInman, A. Gender differences in self-concept. Manuscript submitted forpublication, 1991.
15. Helmke, A., & Van Aken, M.A.G. The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study [J]. Journal of Educational Psychology, 1995 (87), 624-637.
16. Ivy Cheuk-yin Lau et al. Toward a hierarchical, multidimensional English self-concept [J]. Journal of Educational Psychology, 1999 (4), 747-755.
17. James, W. Principles of Psychology [M]. Chicago: Encyclopedia Britannica, 1890.
18. Jane Arnold. Affect in Language Learning [M]. Foreign Language Teaching and Research Press, 2000.14-17.
19. Keith, L. K. & Bracken, B. A. Self-concept instrumentation: a historical and evaluative review. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations [M]. John Wiley & Sons, Inc, 1996, 91-170.
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23. Marsh, H. W. Self-Descriptive 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, 1992 b.
24. Marsh, H. W., & Shavelson, R. J. Self-concept: Its multifaceted, hierarchical structure [J]. Educational Psychologist, 1985 (20), 107-125.
25. Marsh, H. Content specificity of relations between academic achievement and academic self-concept [J]. Journal of Educational Psychology, 1992 a (84), 35-42.
26. Marsh, H. The structure of academic self-concept: the Marsh / Shavelson model [J]. Journal of Educational Psychology, 1990 d (82), 623-636.
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29. Marsh, H.W., & Craven, R. Academic self-concept. Beyond the dustbowl. In G.D. Phye (Ed.) Handbook of classroom assessment [M]. San Diego, CA: Academic Press, 1997, 131-198.
30. Marsh, H.W., Byrne, B.M., & Yueng, A.S. Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations [J]. Educational Psychologist, 1999 (34), 154-157.
31. Marsh, H.W. A Reciprocal Effects Model of the Causal Ordering of Academic Self-concept and Achievement. Paper presented at NZARE AARE, Auckland, New Zealand ( November), MAR03755, 2003.
32. Marsh, H. W., Relich, J.D., & Smith, I.D. Self-concept: The construct validity of interpretations based upon the SDQ [J]. Journal of Personality and Social Psychology, 1983 (45), 173-187.
33. Marsh, H. W., Smith, I.D., & Barnes, J. Multidimensional self-concepts: Relations with sex and academic achievement [J]. Journal of Educational Psychology, 1985 (77), 581-596.
34. Marsh, H. W. Verbal and math self-concepts: An internal / external frame of reference model [J]. Educational Research Journal, 1986 (23), 129-149.
35. Oerter, R. Structural, ecological, and psychological variables of schooling and their impact on the development of student’s self-concept [J]. International Journal of Educational Research, 1989 (13), 933-948.
36. Pan Chunmei. Formation of English Self-concept of Chinese Adolescents: The Role of English Pronunciation and Significant Others [D]. Guangdong: Guangdong University of Foreign Studies, 2003.
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43. Song, I.S., & Hattie, J.A. Home environment, self-concept, and academic achievement: A causal modeling approach [J]. Journal of Educational Psychology, 1984 (76), 1269-1281.
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2. Bracken, B.A. Handbook of Self-concept: Developmental, Social, and Clinical Considerations [M]. John Wiley & Sons, Inc, 1996.
3. Brown D. Principles of Language Learning and Teaching [M]. Beijing: Foreign Language Teaching and Research Press, 2002.
4. Byrne, B.M. Self-concept / academic achievement relations: An investigation of dimensionality, stability, and causality [J]. Canadian Journal of Behavior Science, 1986 (18), 173-186.
5. Byrne, B.M. Academic self-concept: Its structure, measurement, and relation to academic achievement. In B.A. Bracken (Ed.), Handbook of self-concept [M]. New York: Wiley, 1996, 287-316.
6. Calsyn, R.J., & Kenny, D.A. Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement? [J]. Journal of Educational Psychology, 1977 (69), 136-145.
7. Cooley, C.H. Human Nature and the Social Order [M]. New York: Scribners, 1902.
8. Dusek, J.B., & Flaherty, J.F. The development of self-concept during adolescent years [J]. Monographs of the Society for Research in Child Development, 1981 (46).
9. Fleming, J.S., & Courtney, B.E. The dimensionality of self-esteem: Hierarchical facet model for revised measurement scales [J]. Journal of Personality and Social Psychology, 1984 (46), 404-421.
10. Hamachek, D.E. Encounters with the Self. Orlando: Harcourt, Brace, Jovanovitch. 1992.
11. Harter, S. Causes, correlates and the functional role of global self-worth: A life-span perspective. In J. Kolligian & R. Stermberg ( Eds.), Perceptions of Competence and Incompetence across the Life-span [M]. New Haven, CT: Yale University Press. 1990, 67-98.
12. Harter, S. Manual for the self-perception profile for children [M]. Denver, CO: University of Denver, 1985.
13. Hattie, Janet . Enhancing Self-Concept [M]. In Hattie, John. 1992.
14. Hattie, J.A., & McInman, A. Gender differences in self-concept. Manuscript submitted forpublication, 1991.
15. Helmke, A., & Van Aken, M.A.G. The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study [J]. Journal of Educational Psychology, 1995 (87), 624-637.
16. Ivy Cheuk-yin Lau et al. Toward a hierarchical, multidimensional English self-concept [J]. Journal of Educational Psychology, 1999 (4), 747-755.
17. James, W. Principles of Psychology [M]. Chicago: Encyclopedia Britannica, 1890.
18. Jane Arnold. Affect in Language Learning [M]. Foreign Language Teaching and Research Press, 2000.14-17.
19. Keith, L. K. & Bracken, B. A. Self-concept instrumentation: a historical and evaluative review. In Bracken, B (Ed.), Handbook of Self-Concept: Developmental, Social, and Clinical Considerations [M]. John Wiley & Sons, Inc, 1996, 91-170.
20. Li Qiang. Self-concept and Its Correlation with English Study [D]. Dalian: Dalian University of Technology, 2005.
21. Ma Dongmei. English Self-Concept of Chinese College English Majors [D]. Guangdong: Guangdong University of Foreign Studies, 2003.
22. Marsh, H. W. The influence of internal and external frames of reference on the formation of math and English self-concepts [J]. Journal of Educational Psychology, 1990 b (82), 646-656.
23. Marsh, H. W. Self-Descriptive 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, 1992 b.
24. Marsh, H. W., & Shavelson, R. J. Self-concept: Its multifaceted, hierarchical structure [J]. Educational Psychologist, 1985 (20), 107-125.
25. Marsh, H. Content specificity of relations between academic achievement and academic self-concept [J]. Journal of Educational Psychology, 1992 a (84), 35-42.
26. Marsh, H. The structure of academic self-concept: the Marsh / Shavelson model [J]. Journal of Educational Psychology, 1990 d (82), 623-636.
27. Marsh, H.W., Byrne, B.M., & Shavelson, R.J. A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement [J]. Journal of EducationalPsychology, 1988 (80), 366-380.
28. Marsh, H. & Yueng, A.S. Causal effects of academic self-concept on academic achievement: structural equation models of longitudinal data [J]. Journal of Educational Psychology, 1997 (89), 41-54.
29. Marsh, H.W., & Craven, R. Academic self-concept. Beyond the dustbowl. In G.D. Phye (Ed.) Handbook of classroom assessment [M]. San Diego, CA: Academic Press, 1997, 131-198.
30. Marsh, H.W., Byrne, B.M., & Yueng, A.S. Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations [J]. Educational Psychologist, 1999 (34), 154-157.
31. Marsh, H.W. A Reciprocal Effects Model of the Causal Ordering of Academic Self-concept and Achievement. Paper presented at NZARE AARE, Auckland, New Zealand ( November), MAR03755, 2003.
32. Marsh, H. W., Relich, J.D., & Smith, I.D. Self-concept: The construct validity of interpretations based upon the SDQ [J]. Journal of Personality and Social Psychology, 1983 (45), 173-187.
33. Marsh, H. W., Smith, I.D., & Barnes, J. Multidimensional self-concepts: Relations with sex and academic achievement [J]. Journal of Educational Psychology, 1985 (77), 581-596.
34. Marsh, H. W. Verbal and math self-concepts: An internal / external frame of reference model [J]. Educational Research Journal, 1986 (23), 129-149.
35. Oerter, R. Structural, ecological, and psychological variables of schooling and their impact on the development of student’s self-concept [J]. International Journal of Educational Research, 1989 (13), 933-948.
36. Pan Chunmei. Formation of English Self-concept of Chinese Adolescents: The Role of English Pronunciation and Significant Others [D]. Guangdong: Guangdong University of Foreign Studies, 2003.
37. Pan Wei. English Pronunciation Self-concept: Its Effects on Chinese-speaking EFL Learners [D]. Guangdong: Guangdong University of Foreign Studies, 2003.
38. Purkey, W. W., & Schmidt, J. The inviting relationship: An expanded perspective for professional counseling [M]. Englewood Cliffs, NJ: Prentice-Hall, Inc, 1987.
39. Redd, Z., Cochran, S., & Moore, K. Academic Achievement Programs and Youth Development: A Synthesis. Prepared for the Edna Mc Connell Clark Foundations. Washington, DC: ChildTrends, 2001.
40. Shavelson, R. J., & Bolus, R. Self-concept: The interplay of theory and methods [J]. Journal of Educational Psychology, 1982 (74), 3-17.
41. Shavelson, R. J., Hubner, J. J.,& Keesling, J. W. Self-concept: Recent developments in theory and methods [J]. New Directions for Testing and Measurement, 1980 (7), 25-43.
42. Shavelson, R.J., Hubner, J.J., & Stanton, G.C. Validation of construct interpretations [J]. Review of Educational Research, 1976 (46), 407-441.
43. Song, I.S., & Hattie, J.A. Home environment, self-concept, and academic achievement: A causal modeling approach [J]. Journal of Educational Psychology, 1984 (76), 1269-1281.
44. Strein, W. Advances in research on academic self-concept: Implications for school psychology [J]. School Psychology Review, 1993 (22), 273-284.
45. Sun Ye. A Developmental Study on the English Pronunciation Self-concept among Chinese EFL Adolescents [D]. Guangdong: Guangdong University of Foreign Studies, 2004.
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