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非英语专业学生英语自我概念的相关性研究.docx

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非英语专业学生英语自我概念的相关性研究 Introduction Intoday'sworld,Englishhasbecomeaglobalmediumofcommunication.Itiswidelyusedasanofficiallanguageofcommunication,trade,politics,education,media,andscienceinmanycountries.Non-EnglishmajorstudentsarenowexpectedtohaveproficientEnglishlanguageskillsforacademicexcellence,jobopportunities,andinternationalexchanges.Theconceptofself-conceptinlanguagelearninghasgainedconsiderableattentioninrecentyears.Theobjectiveofthispaperistoexploretheassociationbetweennon-Englishmajorstudents'self-conceptandtheirEnglishlanguageproficiency. Self-conceptinlanguagelearning Theconceptofself-conceptinlanguagelearningreferstothelearners'beliefsandperceptionsabouttheirlanguagelearningabilities.Theseperceptionsaffecthowthelearnersapproachthelearningprocess,theirmotivation,andtheirwillingnesstolearnandtakerisks.PsychologistslikeCarlRogersemphasizedthatlearners'self-conceptinfluencestheirbehavior,motivation,andlearningoutcomes(Rogers,1951).Self-conceptcomprisestwoaspects:self-esteemandself-efficacy.Self-esteemreferstothelearner'sevaluationoftheirself-worth,whereasself-efficacyreferstotheirconfidenceintheirabilitytoperformaparticulartask(Bandura,1986). Non-Englishmajorstudents'Englishself-concept Non-Englishmajorstudentsoftenhavelowself-conceptregardingtheirEnglishlanguageproficiency,whichaffectstheirmotivationandlearningbehaviors.TheirlackofconfidencearisesfromthebeliefthattheyarenotcompetentenoughtolearnEnglish,astheydidnothaveastrongEnglishlanguagefoundationintheirprimaryandsecondaryschooling.Severalstudieshaveexploredtherelationshipbetweennon-Englishmajorstudents'self-conceptandtheirEnglishlanguageproficiency.ZhangandWen(2018)foundthatpositiveself-conceptpredictshighEnglishlanguageproficiencyandplaysanessentialroleinnon-Englishmajorstudents'academicsuccessinEnglishlanguagelearning.XueandChen(2020)corroboratedthesefindingswhileemphasizingthatapositiveself-conceptcanboostnon-Englishmajorstudents'motivationandwillingnesstolearn. Factorsaffectingnon-Englishmajorstudent