| With the deepening of the quality of the education reform,the new English curriculum reform and people-centered concerns of students are interested in the feelings,attitudes,values and so on,its nature is concerned about the education of English students to actively cultivate the self and ultimately to promote the achievements of middle school students in English studies of self-develop ment.At present,even though the study of English Self-concept abroad a lot,but the conclusions of the English Self-concept under the native English-speaking environment have extremely differences between in our country whose mother tongue is Chinese and in the conditions which values examination.And domestic studying English at the research focused mainly on the capacity of middle school students study English,study methods and teaching methods and so on,which studies on its own research,focused on how to through effective teaching students to promote the development of these qualities of English,but students do not own these qualities in their own development on the self-cognition,self-experience and self-evaluation,we need further studying for there has a limitation about scales English Academic Self-concept.Therefore,basing on the researches home and abroad,our research studies on the English Academic Self-concept of middle school students preliminarily by using literature analysis,open-ended questionnaire investigation, variance analysis,factor analysis and so on,we revise the scales of the Middle School Students' English Academic Self-concept that Qing Ling,Guo Cheng(2007)developed and study the development of characteristics,laws and the level of English Academic Self-concept for middle school students.Totally,this study gets the conclusions as following:1.Questionnaire of Middle School Students'English Academic Self-concept is structured by four sub-questionnaire:the questionnaire of Listening Academic Self-concept;the questionnaire of Speaking Academic Self-concept;the questionnaire of Reading Academic Self-concept and the questionnaire of Writing Academic Self-concept,which have 58 items.Each sub-questionnaire is structured bv three factors,which are self-cognition.self-experience and self-behavion.The questionnaire and its sub-questionnaire have good reliability and variability,qualified as the tool of middle school students" English academic self-concept measurement.2.The development level of Chinese middle school students'English academic self-concept are totally in middle at the present.The development level of the listening academic self-concept and the speaking academic self-concept are relatively higher than the development level of the reading academic self-concept and the writing academic self-concept.3.There are significant sex,grade and school differences in the English Academic Self-concept totally.In terms of sex differences in English Academic Self-concept,female are higher than male. In terms of self-cognition,there has not significant sex differences;in terms of self-experience,girls are much better than boys in reading and writing,while in listening and speaking,boys are much better than girls;in terms of self-behavion,girls are much better than boys.In tenns of grade differences,students from junior high schools score are much better than those from senior high schools,which shows that grade three＞grade two＞grade one＞grade four＞grade six＞grade five.There is no differences between junior and senior high schools.In terms of school differences,students from key schools score higher than those from general schools totally.Specifically,students from key schools score higher than those from general schools in listening,speaking and reading,on the contrary in writing.4.The development of the English Academic Self-concept and english score regression analysis showed that self-behavion of listening and self-cognition of listening,self-behavion of speaking, self-cognition of reading,self-cognitionand of writing and self-experience of writing has a significant role in the prediction,which can explain its 37.3%.What's more,self-cognition of reading can explain its 27.9%,which is an important variable to predict,the largest amount of the score,the others variances only can explain its 9.4%.
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