自我概念通常可以被定义为一个人的自我知觉，它是通过他或她的经验和对整体环境的解释而形成的。以及对自己行为的归因。它可以被认为是一个有机的系统，它是复杂的、有组织的、动态的。该系统可能会受到一个人的信念、态度和意见的影响，他认为这是对他或她自己的真实看法。自我概念不同于自尊，它是对自我价值感的总体情绪评价。自我概念也不同于自我效能感，这意味着一个人对完成任务和达到目标的能力的信念的程度或强度。自我概念与自我报告不一样，它包括个人的情感、态度和信念，他们愿意并且能够透露。自我概念是人格的核心，是影响个体行为的核心因素。它已被证明是一种多维的、层次结构的、符合领域特定自我概念的结构。在外语学习过程中，学习者的自我概念会受到损害，因为语言学习不同于其他研究领域，因为它更多。“自我参与”。首先，人们通过交流来学习语言。在语言的不同方面，语音是面对面的交流中的一个关键因素，它有助于显示说话人的自我形象。发音的“可见性”特征使其对人们的评价非常敏感和脆弱。因此，它与自我概念密切相关。
Chapter One Introduction
1.1 Background of the Research
Self-concept could generally be defined as a person’s self perceptions, which areformed through his or her experience and interpretations with the overall environment.Self perceptions are especially affected by the evaluations and reinforcements fromothers who are considered as significant ones, as well as the attributions for thebehavior of oneself. It could be deemed as an organic system, which is complicated,organized, and dynamic. The system could be influenced by one’s beliefs, attitudes andopinions, which the person thinks to be true about himself or herself. Self-concept isdifferent from self-esteem, which is one’s overall emotional evaluation of self-worth.Self-concept is also different from self-efficacy, which means the extent or strength ofone’s belief in one’s own ability to complete tasks and reach goals. Self-concept is notthe same as self-report, which includes personal feelings, attitudes, beliefs that aperson is willing and able to disclose. As has been pointed out by James (1890),self-concept is the nucleus of personality and a core factor affecting individualbehavior. It has been proved to be a multidimensional, hierarchical construct consistingof domain-specific self-concepts.During the process of foreign language learning, a learner’s self-concept could beseverely damaged because language learning is different from other fields of study inthat it is more “ego-involving”. Primarily, one learns a language throughcommunication. Among different aspects of language, pronunciation is a key elementduring the face-to-face communication, which helps to show the speaker’s self-image.The “visibility’’ characteristic of pronunciation makes it quite sensitive and vulnerableto people’s evaluation. Therefore, it is very closely related to self-concept.
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1.2 Framework of the Study
This thesis is composed of five chapters.Chapter One offers an overview of the research. In this chapter, such contents asthe background of the research and the layout of the thesis are included.Chapter Two respectively reviews the relevant theoretical studies and empiricalstudies. In this chapter, the definition and classification of self-concept are explained.The theoretical researches into the relationship between academic self-concept andacademic achievement have been reviewed. What’s more, the meaning of EPSC aswell as the earlier empirical studies of the relationship between EPSC and Englishachievement has also been probed into. Literature concerning the differences caused bygender, grade (age) as well as school-type in the relationship between EPSC andEnglish achievement have been reviewed too.Chapter Three describes the specific measures to carry out the research. In thischapter, the design of research questions is to be explained. The description of theresearch subjects will also be made, which is carried out to verify that the subjectschosen are averagely distributed, i.e. they are a typical sample of students in juniorhigh school. And the research instruments as well as the details of data collection arelisted.
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Chapter Two Literature Review
2.1 Theoretical Studies on Self-concept
Theoretical Studies on which the present study is based include the definitions ofself-concept and EPSC, the construct of multidimensional self-concept, the gender,grade (age) and school-type differences in EPSC as well as the correlation betweendomain-specific self-concepts and relevant achievements. Since the study is conducted on the self-concept, the defin
