摘要
随着中国日益增长的国际交流，英语已经成为中国社会举足轻重的一门外语。然而现今社会“英语学习热”的现象却让人们担忧英语学习是否会作用其母语的学习。虽然国内对于英语学习的探讨很多，但是对于外语学习对母语学习的作用的探讨却稍有不足。本探讨旨在从自我认同的角度，探索英语学习是否会作用中国学生的母语学习。
本探讨主要采用数据略论的措施探索英语学习与母语学习的联系。本文的数据略论由两部分组成：第一部分略论了125名英语系学生高考英语及语文成绩的相关性，英语论文，由此探索英语学习和母语学习的成绩是否有相关性；第二部分通过问卷的方式比较了同一学校大三年级62名英语系和60名非英语系学生自我认同，由此探索不同总量的英语学习对学生自我认同的作用。
本探讨发现，英语学习和母语学习在成绩上没有明显的相关性，英语论文题目，然而总量较多英语学习者在自信、附加、生产的自我认同方面明显高于总量较低的英语学习者。此结果说明英语水平与母语水平没有直接关联，但是英语学习对母语学习有积极作用，其作用主要体现在学习者的自我认同方面，英语学习促进了学生对两种语言和文化的理解和信心。
关键词：英语学习，母语，自我认同
Abstract
English has become an important communicative tool in the increasingly globalized society in China. However, a social concern has been raised as regards that whether the surge of English Learning in contemporary society would threaten our Mother tongue Education. Although various studies have drawn on English learning, however, few have investigated its relationship with mother tongue learning. The present study aims to explore the impact of English learning on mother tongue from the aspect of self-identity.
The present study explores the impact of English learning on mother tongue through statistical analysis. It consists of two parts of data analysis: the first part analyzes the correlation between English and Chinese scores in the Gaokao (i.e. The National College Entrance Exams) of 125 English major undergraduates and graduates. The second part investigates the impact of the amount of English courses on learners’ self-identity by analyzing the statistics drawn from the questionnaire for 62 English major and 60 non-English major third-year undergraduates.
The results in this study found no significant correlation between English and Chinese scores in the Gaokao, however, learners’ with more amount of English courses rate higher in confidence, productive and additive self-identity change. The results indicate that there might not be correlation between English and Mother tongue proficiency, but English learning has a positive impact on the learners’ self-identity, by means of improving overall comprehension and confidence in both languages.
Keywords: English Learning, Mother tongue, Self-identity
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