自我概念与英语口语教学

摘要自我概念研究是心理学和教育学领域的研究重点之一。然 而，在国内语言教学研究中，尤其是口语教学中，自我概念研究仍然还处于起步阶段本文从自我概念的多侧面性出发，研究了自我概念的诸侧面对学生的口语水平产生影响的具体效果及作用方式。通过对六十三名参加大学英语口语考试学生的口试成绩和他们自我概念水平的分析,发现学生的自我概念尤其是他们的英语口语自我概念菜语自我概念和学业自我概念,与他们的口试成绩存在显著正相关 其中菜语口语自我概念直接影响口试成绩。而英语自我概念和学业自我概念则间接影响学生的英语口试成绩。同 时，研究中还发现积极的自我概念总是能促进学生口语水平的提高;而消极的自我概念或者促进或者阻碍学生口语的发展。从理论层面来说，该研究结果进一步揭示了自我概念与学生的学业成绩之间相关性的复杂性。同时这些结果也表明，在实践中为了改善口语教学效果，英语口语教师应该将提高学生自我概念水平这一理念融入口语课堂教学活动中。关键词：自我概念 学业自我概念菜语自我概念 英语口语自我概念 英谙口语水平，相关，自我概念的提高IIIABSTRACTSelf-concept is one of the foci in both psychology and pedagogy.It has beenfound that self-concept is a multidimensional,dynamic,learned construct and itcontributes to students9 academic achievement.However,in the language-teachingfield,especially in the teaching of oral English,such a factor has been long neglected.The purpose of the present dissertation,therefore,is to discover whether students9self-concept correlates with their oral English achievement and which subscales ofself-concept play an important role in their oral English achievement.Through correlation and regression studies of sixty-three candidates taking partin CET Spoken English Test,it is found that students self-concept,especially theiroral English self-concept,verbal self-concept and general school self-concept,correlates significantly with their oral English achievement.Among these scales ofself-concept,oral English self-concept exerts an independent influence on students9oral English achievement while verbal self-concept,and general school self-conceptinfluence oral English achievement through their mediation of the oral Englishself-concept.It is also found that a positive self-concept helps learners build up theiroral English ability while a negative self-concept can either enhance or impedelearners5 development of oral English.These findings suggest that the enhancement of students self-concept should beincorporated in the teaching of oral English.KEY WORDS:self-concept,general school self-concept,verbal self-concept,oralEnglish self-concept,oral English achievement,correlation,self-concept enhancementII上海交通大学学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：吴瑾日期：2004年 1月8 日上海交通大学学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权上海交通大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。保密口，在一年解密后适用本授权书。本学位论文属于不保密q口。（请在以上方框内打“4”）学位论文作者签名：吴瑾日期：2004年1月8日指导教师签名：王 同 顺日期：2004年1月8日Shanghai Jiao Tong University M.A.ThesisPart one:Basic issuesChapter 1 IntroductionThe ability to communicate orally in English is an important skill that a Chinesecollege student needs to grasp.However,oral English teaching in China is difficult now.On one hand,the development of the speaking skill demands tremendous practice not onlyinside but also outside the classroom;on the other hand,many students tend to remainsilent when they are given chances to talk in English in classes,no matter how hard theirteachers persuade them to open their mouths.If the only reason for it is that students dontunderstand the importance of oral English,things will be much easier to solve.But the factis just the opposite.Many students do think oral English plays a very important role intheir language study.A survey of 505 Chinese students9 attitude toward English learningshows that 56%subjects think that speaking skill is more important than reading skill;99%think that speaking is important(Yang,1999).What causes this contradictoryphenomenon?The answer for it,of course,is rather complicated.But one factor thatcannot be neglected is that students5 apathy about English learning,to some degree,iscaused by teachers9 unawareness of students9 various affective needs in English languageteaching.According to Brown,when“human beings learn to use a second language,they alsodevelop a new mode of thinking,feeling,and acting-a second identity.The new languageego intertwined with the second language,can easily create with the learner a sense offragility,a defensiveness,and a raising of inhibitions”(Brown,1994,p.22).When studentsare learning oral English,their language ego will constantly inform them that they are whatthey speak,so in an attempt to protect their image,students who think their oral English isnot good enough often choose silence.Our job as teachers is,therefore,to treat learnerswith affective tender loving care.Shanghai Jiao Tong University M.A.ThesisNumerous studies have also proven that affect can impede or facilitate languagelearning(Krashen,1982;Mclaughlin,1987).These findings help promote the process ofincorporating affective factors in language teaching.In the late 1970s and 1980s,Stevik,Rinvolucri,Moskowtz,Galyean,representatives of Humanistic Language Teaching,beganto search for ways to enrich language learning by incorporating aspects of the affectivedimension of the learner(Arnold,1999);teaching methods like Suggestopedia,Silent Way,Total Physical Response are also in some