Abstract

English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners’ self-conception and assessment of one’s English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English pronunciation self-concept and English performance, global English self-concept, English classroom anxieties; the relationship between global English self-concept and the sub-dimension of it. It was found that a moderate but statistically significant correlation obtained. Furthermore, English pronunciation self-concept correlated significantly to the global English self-concept and the latter exhibited a relatively high correlation to the English performance which is presented by test scores. These results suggest that language learners’ pronunciation self-concept is one of the most important factors which facilitate or hinder foreign language learning. Meanwhile, it has a negative correlation to English class anxiety (Arnold, J., 1999). Therefore, conclusion can be drawn that constructive suggestions are supposed to be put forward and endeavor should be made to improve one’s English pronunciation self-concept to facilitate the English acquisition.

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