Abstract
This study investigate the role of significant others in shaping the academic self-concept of Chinese college students with a questionnaire research. The questionnaire research was implemented with thirty second-year college students of two classes. For each class, the questionnaires were administered in two sessions. They include a self-evaluation scale and an other-evaluation scale. The subjects evaluated themselves and at the same time were evaluated by the other four. Statistical analysis of the Questionnaire yields the finding that the inferred English self-concept (Others’ perceptions) is highly correlated with the English self-concept. The finding suggests a chain of relationships between Pronunciation self-concept, others’ perceptions and English self-concept. Implications are then discussed with the affective problem and language teaching and learning in SLA.
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