A Correlation Study Between English Academic Self-Concept And English Academic Achievement Of Senior High School Students

The English academic self-concept belongs to the category of academic self-concept under the self-concept of itself.In the process of English teaching practice,the level of English academic achievement is influenced by many factors.This study explores the status quo of English academic self-concept of senior high school students and whether it is related to English academic achievement through the investigation of English academic self-concept and English academic achievement of students in D senior high school in Hanzhong city,Shaanxi province.The study was conducted through questionnaires and interviews.First,the study randomly selected 450 students of Grade 1 in D senior high school to conduct two questionnaires.Second,the English original scores were obtained in English mid-term exam and English final exam of these students who conducted two questionnaires from the school education department at the same time of the questionnaire test time.Third,ten students were randomly selected from the senior high school students who participated in the two questionnaires to conduct one-on-one interviews.Through the analysis of collected data,the study draws the following conclusions: Firstly,general situation of English academic self-concept is at a low level,and English academic self-cognition is at a relatively low level in each element of English academic self-concept.Secondly,the positive correlation between English general self-concept and English reading self-concept is the strongest.Thirdly,the positive correlation between English reading self-concept,grammar and writing self-concept is relatively strong.Finally,the positive correlation between English general self-concept and English general academic achievement is the strongest,the positive correlation between English writing self-concept and English writing academic achievement is relatively strong and the positive correlation between English academic self-cognition and its corresponding English academic achievement is relatively strong in most elements of English academic self-concepts.This study suggests that high school English teachers should explore more effective ways and means of teaching English reading,writing and grammar based on the characteristics of senior high school English teaching,provide students with positive feedback,reasonable error correction,and encourage students to analyze the test results reasonably to enable students to establish a positive English academic self-concept so as to improve students' English academic achievement.