甘肃省城乡初中生自我概念与英语学习关系的对比分析-a comparative analysis of the relationship between self-concept and english learning among urban and rural junior middle school students in gansu province.docxVIP

Chapter 1 IntroductionBackground of the studyAcademic achievement related to a number of puzzled factors such as including the internal and external elements, the former refers to learner’s personality factors such as anxiety, attitude, empathy extroversion, motivation and like, while the later is sociocultural factors like culture stereotype, age, gender, social class, Because of this, different genre focuses on different items, but there is a mutual aim to reach form distinct angle, that is the nature of language.It is relatively universal for teachers to find out that some students are good at learning in the extreme; they are active in the English class and got high English performance whereas some of students often keep silent who fear to make presentation standing for their groups.“I am shy to read English in front of class” “My pronunciation is not good”“I am good at English”“I am impossible to learn English well” “I don’t like English”…Those answers above were often heard from those students whose action in class is like what mentioned before. Usually, they are with negative positive evaluation themselves and often acquire considerable marks in English. When affronting these phenomena always try to change their ways to encourage students to improve learning ability. Researchers on second language teaching have noticed that the success of teaching depends on not only the methods and materials used by them, but also more attention should be paid to the students’ minds.Teachers should change their minds for this. Researchers should think of the students as the center and learning itself is a process in which the students constructs his/her own learning, students must know how to learn, therefore, the teaching in SLA (Second Language Acquisition) has shifted from the traditional model that how to teach to how to learn. Because of this, more and more researchers have turned their attention to the role of affective factors in SLA. They have agreed that students ar