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Chapter 1 Introduction

1.1 Research Orientation
Recently, more researchers begin to examine the role of affective variables onsecond language acquisition (Arnold, 1999). Those studies found that positive affectsuch as happiness, love and motivation had an effective influence, while negativeemotions such as depress and sadness impeded learners’ language learning. Learners’reaction to language learning, academic performance and school might be embodiedin their own perceived feelings. All these issues seem to concern one intrinsic factor:learner’s self-concept.Self-concept may be understood as individuals’ feelings or confidence levels inaccomplishing particular academic tasks. According to Wang and Lin (2008),self-concept was seen as the general confidence that individuals felt about themselvesand the levels of an individual’s self-concept predict whether or the extent to which heor she was able to accomplish academic tasks successfully or unsuccessfully.Shavelson et al. reviewed existing research and developed a multifacted, hierarchicalmodel of self-concept.The emphasis on the multidimensionality of self-concept is particularlyimportant in educational settings. Self-concept is not only an important variable withmotivational features, but also an important construct that accelerates some desirablepsychological and behavioral outcomes. One of the essential aims of education hasbeen the enhancement of positive self-concept (Marsh & Hau, 2003). Decades ofresearch on self-concept have attributed significantly as well as independently to ourunderstandings of how critical students’ appraisals of themselves can be for theirsuccessful functioning and well-being in school (Bong & Clark, 1999). Academicself-concept is one construct that has been studied extensively.
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1.2 Objectives of the present study
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. Self-concept, the way learners perceive themselvesand their capabilities, can have both positive and negative effect on their languageperformance. Therefore, many researchers and teachers set out to identify how dolearners perceive themselves as language learners. Much of the interest in theself-concept study first stems from the belief that academic self-concept plays animportant role in subsequent academic achievement (Marsh & Hau, 2003). Someresearchers have proposed four different viewpoints.The first two positions were posited by Calsyn and Kenny, that is, theself-enhancement model and the skill-development model (Guay et al., 2003).The third position is a reciprocal effects model (REM), which supports that priorself-concept affects subsequent academic achievement, and that prior academicachievement impacts subsequent academic self-concept (Chiungjung Huang, 2011).The fourth position claims that self-concept is unrelated to academic achievement. Agrowing body of research support the REM in which academic self-concept bothaffects and is affected by academic achievement, which showed importantpedagogical implications for language teachers.
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Chapter 2 Literature Review

2.1 The definition of self-concept
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