新手英语教师与职前英语教师语言能力与自我效能感的对比研究

发布时间：2020-12-07 11:32

　　语言教学不同于其他学科的教学,因为语言既是教学的媒介,又是教学的内容。成功的语言教师自然需要高水平的语言能力,但是单靠对目标语言的熟练掌握并不能使一个人成为一名有效的语言教师。教师对自身教学有效性的信念,即自我效能感,对他们成为一名好教师的积极性、对教学的投入和面对困难的坚持都有很大的影响(Bandura,1997)。自我效能感在教育领域的研究已有几十年的历史,然而在TESOL(教授非英语人士英语)领域,对其与英语教师语言水平关系的研究却很少。本研究以英语水平对英语教师自我效能信念的影响为动机,考察两者之间的关系。鉴于教师的自我效能感是在教学的早期阶段建立并在早期具有可塑性(Bandura,1997),教师的职业生涯初期对教师的自我效能发展至关重要。因此,本研究以在职的新教师和职前教师为研究对象,比较他们的自我效能感与英语语言能力的关系。具体来说,目标是:1)探讨两组教师在英语教学实践中的语言能力和自我效能感;2)分别考察两组教师的语言能力和自我效能感之间的关系;3)比较两组教师在这两个因素上的表现。为了实现这些目标,本研究采用了定量和定性分析相结合的研究方法。定量数据为研究问题的总体... 

【文章来源】：华东师范大学上海市 211工程院校 985工程院校 教育部直属院校

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
Chapter Two Literature Review
    2.1 Self-efficacy Theory and Teachers'Efficacy
        2.1.1 Social Cognitive Theory and Self-efficacy
        2.1.2 Teachers'Efficacy
        2.1.3 The Measurement of Teachers'Efficacy
        2.1.4 Novice and Pre-service Teachers'Efficacy
        2.1.5 EFL Teachers'Efficacy
    2.2 Teachers'Language Proficiency and Its Assessment
        2.2.1 Definition and Construct of Teachers'Language Proficiency
        2.2.2 Self-assessment as a Tool
    2.3 The Relationship Between EFL Teachers'Self-efficacy and LanguageProficiency
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Design
    3.3 Quantitative Data: Questionnaire
        3.3.1 Participants and Data Collection
        3.3.2 Instruments
        3.3.3 Data Analysis
    3.4 Qualitative Data:Interviews and Classroom Observations
        3.4.1 Participants and Data Collection
        3.4.2 Data Analysis
Chapter Four Questionnaire Survey Results
    4.1 Research Question 1
        4.1.1 Novice In-service Teachers'Language Proficiency
        4.1.2 Pre-service Teachers'Language Proficiency
    4.2 Research Question 2
    4.3 Research Question 3
        4.3.1 Novice In-service Teachers'Self-efficacy
        4.3.2 Pre-service Teachers'Self-efficacy
    4.4 Research Question 4
    4.5 Research Question 5
        4.5.1 Relationship Between Novice In-service Teachers'Language Proficiencyand Self-efficacy
        4.5.2 Relationship Between Pre-service Teachers'Language Proficiency andSelf-efficacy
        4.5.3 Summary
Chapter Five Qualitative Results
    5.1 Class Observation and Interview:Novice In-service Teachers
        5.1.1 Teacher A
        5.1.2 Teacher B
    5.2 Class Observation and Interview:Pre-service Teachers
        5.2.1 Teacher C
        5.2.2. Teacher D
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings and Discussion
    6.2 Implications
    6.3 Limitations and Suggestions
Bibliography
Appendices
    Appendix 1 Survey Questionnaire （English Version）
    Appendix 2 Survey Questionnaire （Chinese Version）
    Appendix 3 Descriptive Statistics for Novice In-service Teachers'Self-efficacy onEach Items
    Appendix 4 Descriptive Statistics for Pre-service Teachers'Self-efficacy on EachItems



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