A Study On Senior One Students' Self-identity Changes In English Learning

In recent years,with the reform of English curriculum and the proposal of English core literacy,people pay more attention to the cultivation of students' non-linguistic outcome of English learning,such as cultural literacy,thinking quality,language skills and self-identity.Self-identity is the cognition and description of self-experience,which is formed in the process of self-reflection and understanding of themselves.It can help individuals to establish clear values,goals,direction of development and life significance,thus individuals can receive self-worth,people's praise and approval and give out their potential.Therefore,in English teaching,it is very important to help high school students to form positive self-identity.Through extensive reading of relevant studies,the author finds that most subjects of empirical studies on self-identity are college English learners,and there are relatively few studies on self-identity among senior one students.This thesis mainly compares senior one students' self-identity changes so far and those they began to learn English.Besides,the author uses Independent-samples T Test and MANOVA(Multivariate Analysis of Variance)to dig out differences in self-identity change among students of different genders,different subjects,different family backgrounds,different starting ages of English learning and explore the reasons for these group differences based on theories and interview documents,and then putforward some related implications and suggestions according to the result of these data and interview to promote the development and progress of English teaching.The author randomly selected 314 students from senior one of Longquan High School as research subjects.This thesis mainly focuses on the following issues:(1)Compared with the period when they didn't learn English,what types of self-identity changes do senior one students experience in English learning?(2)What are the differences in self-identity changes among students with different genders,subjects,family backgrounds and starting ages of English learning?(3)What are the reasons for these group differences?The research tools used by the author are self-identity and English learning questionnaire in Chinese revised edition with question interview.The data are analyzed and counted by SPSS22.0.The results show that:(1)Compared with the period when they didn't learn English,self-confidence change is the most obvious change.In addition,English learning can also bring addictive change and productive change while senior one students' subtractive change and split change are relatively weak.(2)Among six types of self-identity changes,female students are easier to experience self-confidence change than male students,students of arts are easier to experience self-confidence change than students of science,and zero change on students of science is more obvious.Students who came from cities are more likely to experience addictive change than students from the towns and countryside.And students who start to learn English earlier are much easier to experience addictive change.(3)Students' characteristics,tolerance in English learning and learning attitude will cause self-confidence difference in different genders.Students of arts and science regard different subjects as their learning goals and make different efforts.Teaching resources,teaching facility and even teachers' proficiency can cause different productive changes of students from different family backgrounds.Staring learning English at an earlier age can cultivate students' interest and language competence.For the purpose of this study,the following enlightenments are drawn:(1)It is very important to establish senior one students' confidence during the process of English learning.(2)Interesting and effective teaching methods are expected to be adopted in English teaching.(3)It is better for every student to set a learning goal.Teachers should do some emotional education in English class to help students form clear awareness of the importance and necessity of English learning.(4)It is necessary for teachers to introduce more knowledge about Chinese and English culture and literature to students.This research will provide some useful information for English teachers,they will understand their students better and clearly.Besides,some researchers who are interested in this topic will also benefit from it.