自尊对中国学习者在英语叙述性口语产出中影响.pdf

Abstract The objectives of the present study are to investigate the influence of self-esteem on Chinese English learners’ oral performance in terms of fluency, accuracy and complexity; and to explore what are the differences between the high self-esteem subjects (HSES) and the low self-esteem subjects (LSES) in the narrative oral task and how these relate to self-esteem as well. The results of the present study were drawn with quantitative and qualitative research methods, and they were explained with humanist psychology theory, Krashen’s Affective Hypothesis ， especially, the Monitor model and oral production hypothesis. These results are beneficial to the development of Chinese English learner’s oral production learning and teaching. The 42 subjects participating in the present study were full-time second year undergraduate students, studying in the department of English of Northwest Normal University. They were selected randomly. Oral narrative task was chosen for the subjects to elicit the oral production, and all their speech production data was analyzed quantitatively with SPSS, in terms of six linguistic variables: speech rate (RateA), articulate Rate (RateB), error-free clause, syntactic complexity, syntactic variety and lexical variety. In addition, the qualitative data were derived from the test scale — Rosenberg Self-esteem Scale (SES) to get the score of the self-esteem. And also discourse features analyzed to explore the indicator of high and low self-esteem group. The results of the present research are following: (1) Self-esteem (SE) was strongly and positively correlated to fluency of English oral production in narrative task; and it was also positively correlated to accuracy of oral production. And there were significant differences between high and low self-