A Study Of College English Teaching Methods Based On Students’ Self-identity Changes

In recent years, scholars at home and abroad attached great importance to the impact of students’ self-identity changes on English learning. In the long-term college English teaching practice, the author of this paper also realized that students’ self-identity changes influenced students’learning interest and ability greatly. According to the previous studies, self-identity changes in college English learning could be summarized as self-confidence change, additive change, subtractive change, productive change, split change and zero change.On the basis of previous studies and combined with expert advice, this study set up the evaluation index system for students’ self-identity degree in English learning. By analytic hierarchy process method, it determined the weight of each evaluation factor. And with student self-evaluation, the study measured the degree of students’ self-identity changes. After comparing students’ self-identity changes with the academic changes, it analyzed the impact that students self-identity changes had on English learning. It selected135students of grade2010from China University of Geosciences as study subjects, and divided them into groups-Group A (control group) and Group B (experimental group) for evaluation. Comparing the assessment of teaching experiment, the analytical results indicated an obvious positive correlation between students’self-identity changes and students’academic achievement changes. Of students’self-identity changes, self-confidence change was the most evident, which meant that self-confidence change had greater influence on learning. When students believed that they could improve their English through their own efforts, and were willing to exchange with teachers after class and desired to communicate with foreigners, their learning effects accordingly increased. Productive changes and additive changes also improved students’academic performance pretty well. Of productive changes, if students concerned more about major’s foreign technology development, their academic performance improved more. Subtractive and split changes were not evident, whose effect on students’ learning was not yet clear.Based on these researches, this study discussed teaching strategies and methods which would promote positive self-identity changes. It pointed out that learning environment and conditions had an important impact on self-identity changes, and a free, convenient self-learning environment helped to promote students’ self-identity changes. So the assessment method that set self-identity changes assessing as the core while teacher assessment and achievement assessment only for reference helped students find the impact that self-identity change had on academic change, thereby enhancing the autonomy of their learning. Students’emotional resonance could be stimulated by joint learning actions. During English teaching, if students found problems together, overcame difficulties together, solved problems together, and made progress together, their self-identity degree would increase, and benign interaction between students’ self-identity and learning efficiency would arise.This study offered empirical analytical data for the impact of self-identity changes on learning achievement; it analyzed the experimental conclusions and explored the teaching methods that helped to promote self-identity changes, which would also provide a helpful reference for college English teaching.