A Study On The Influencing Factors Of Self-identity In English Learning Of County Senior High School Students

Family is the primary environment for children’s growth,but it can also limit their English language development.Therefore,research on family factors and English learning is particularly important.Language identity and language learning are closely related and are the premise of each other.Improving the self-identity in English learning of county senior high school students can effectively stimulate their interest and learning behavior.However,there are few studies on the family environment factors of self-identity in English learning,especially in environments where English is considered as a foreign language,such as China.This thesis examined the relationship between family environment factors and self-identity in English learning using Bourdie’s Cultural Capital Theory and Norton’s Second Language Investment Theory.A nonstandardized questionnaire was designed to collect data from county senior high school students in Guizhou Province.This thesis explored the influence mechanism of family environment factors on senior high school students’ self-identity in English learning and proposes intervention strategies from society,schools,and families.Based on the existing knowledge,the main research questions of this thesis are as follows:(1)Which family environment factors play a key role in the selfidentity in English learning of county senior high school students?(2)What are the differences in the weight of family factors that influence the self-identity in English learning of county senior high school students?(3)What is the relationship between the family factors that affect the self-identity in English learning of county senior high school students?Based on the random sampling of the research objects,this thesis drew the following conclusions: Family economic and social status,family cultural capital and family expectation play a key role in self-identity in English learning.The family environment factors that play a key role in children’s self-identity in English learning rank as follows: family expectation,family economic and social status,family cultural capital.Family expectation has an adjusting effect on family economic and social status and family cultural capital.The implications for English teaching include paying more attention to students with low family expectations,creating an English language environment for them,and enhancing their English learning self-identity.English teachers should establish their own self-identity in English learning and provide students with the power of example.Enriching teaching content and increasing exposure to world culture in teaching can also inspire students to associate English learning with their future development.