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摘要：Since self-concept as an affective factor has become more and more a criticalvariable in the context of language learning and teaching, the present study wasmotivated to explore this issue.

mic self-concept hierarchy. Anelaboration version of the Shavelson et al. (1976) model was presented in Figure 1.
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Chapter 3 Methodology .........22
3.1 Research questions....22
3.2 Subjects ....22
3.3 Instruments....23
3.4 Data collection .....26
3.5 Data analysis........2
3.6 Summary........27
Chapter 4 Results and Discussion ....29
4.1 The results of the questionnaire.......29
4.1.1 The correlations between English self-concepts.......29
4.1.2 The relations between global and domain-specific facets ....33
4.1.3 Grade-level difference in English self-concept.......37
4.2 Discussion of the detailed results .....38
4.3 Summary........44
Chapter 5 Conclusion and Implications ......45
5.1 Summary of the major findings in the present study ........45
5.2 Implications of the present study.....46
5.3 Limitations of the study and suggestions for the future research ......47

Chapter 4 Results and Discussion

4.1 The results of the questionnaire
With the purpose to examine the correlations between English majors’ Englishself-concepts and their corresponding English achievements as measured by testscores, Pearson correlation coefficients were computed for the junior English majorsin the present study. Because freshmen haven’t taken grammar class, then there wereno corresponding test scores in the record. At the same time, junior English majorshave taken professional English education for three years. Compared with freshmenEnglish majors, juniors have formed and developed their English self-concepts formuch longer time. Then juniors were more typical than freshmen. Therefore, thepresent study chose juniors as subjects in the analysis of the relationship between thetwo constructs, the result of which can be detected from seven subcategories, as isshown in Table 4.1.
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Conclusion

In an attempt to examine English majors’ self-concepts in Chinese EFL context,the English self-concept questionnaire was conducted in the present study and theanalysis of the data enabled us to arrive at the following major findings: The study indicated a link between English self-concepts and Englishachievements. Results showed that English majors’ English self-concepts in bothglobal and specific facets moderately correlated with English achievements incorresponding domains. The students with high English self-concepts wouldobtain high scores in corresponding areas. The global self-concept is closely related to seven domain-specific facets ofEnglish self-concepts, i.e. grammar self-concept and vocabulary self-concept.Also, substantial correlations among the seven domain-specific Englishself-concepts were found and were strong enough to form the global Englishself-concept. Furthermore, vocabulary self-concept, pronunciation self-concept,grammar self-concept and listening self-concept combined to account forexplaining most part of the subjects’ global English self-concept among all theseven domain-specific English self-concepts. Vocabulary self-concept contributedmost to the variance of the global English self-concept and is the best predictor.
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