A Study On The Correlation Of The First Grade Junior Students’ Self-efficacy On Their English Learning Achievement

Based on the teaching practice,this paper combines the learning behaviors of students in English classes with the learning after class,aiming at exploring the influence of self-efficacy of first grade junior school students on English academic record.The content of this study mainly includes three aspects:1)to understand the status quo of the first grade junior students’ self-efficacy and English scores from the different classes: the Parallel Class and Sunshine Class;2)to analyze the self-efficacy of the first grade junior students’ English learning from the perspective of different genders,and the achievement of academic performance,to understand whether gender has a significant relationship with self-efficacy and achievement;3)to analyze the correlation between English learning self-efficacy and English achievement of first grade junior students,and combine the cases analysis to analyse what kinds of learning performance affects students’ self-efficacy in English learning.What should the teacher do to improve the students’ self-efficacy in English learning,thus improving their English cademic record.Basing on the relevant literatures at home and abroad,the author combines teaching practice with the students in a Parallel Class and a Sunshine Class in the first grade of a middle school in Chongqing University City.Through the observation of students’ learning behaviors,the questionnaires and communicating with the English teacher,analyzing the students’ self-efficacy and English scores and theirs relevance from different perspectives and genders.The author also combines the results of questionnaires filled out by students,students observation records with English test scores to analyze what kinds of teaching content will affect students’ self-efficacy in English academic record.For teachers,how to improve students’ English learning self-efficacy in the teaching process and thus elevate students’ English academic record.The end of this article is mainly a review of the entire study,summarizing the enlightenment gained and the inadequacies of the research.The innovation of this paper is to analyze the relationship between English learning self-efficacy and English achievement,and specifically analyze what kinds of teaching content has an impact on students’ English learning self-efficacy.On this basis,the author has some teaching opinions in the course of teaching.These opinions have certain feasibility and scientificity.The shortcoming of this paper is that there are not many people involving in the study.When studying the factors affecting the self-efficacy of English learning,the application of the theory is not perfect enough.The depth of research investigation needs to be further strengthened.Finally,some prospects for the development of junior high school students’ self-efficacy in English learning are put forward.