英语口语课对职前英语教师课堂用语自我效能感的影响研究

发布时间：2021-08-28 06:23

　　在外语教育教学中,英语课堂用语作为英语教师专业发展的重要内容,对教与学起着举足轻重的作用。自我效能感作为重要的学习者个体差异因素,一直是外语教育教学研究的焦点。大量研究是关于外语学习总体的自我效能感以及具体技能如听、说、读、写、策略运用等的自我效能感,但缺乏关于英语课堂用语自我效能感的研究。另外,虽然国内外学术界对教师教育培训课程对职前教师自我效能感的影响形成了一定的研究,但关于教师教育培训课程对职前英语教师课堂用语自我效能感的影响研究还相对比较匮乏。鉴于此,本研究以华中师范大学的一门英语口语课为例,试图探索英语口语课对职前英语教师课堂用语自我效能感的影响,旨在一定程度上填补教师教育培训课程对职前英语教师课堂用语自我效能感的影响的研究缺口。该门课程致力于提高职前英语教师的语音语调以及课堂用语能力,因此其教学内容主要分为两个部分:语音语调和课堂用语的教学与实践。本研究主要是围绕以下三个问题展开:（1）在学习英语口语课之前,职前英语教师的课堂用语自我效能感如何?是否存在性别和本科专业的差异?（2）课程结束以后,他们的课堂用语自我效能感发生了怎样的变化?（3）哪些因素可能导致了这些变化?为了... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：58 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Background of the research
    1.2 Research significance
    1.3 Research purposes and research questions
    1.4 Layout of the dissertation
2. Literature Review
    2.1 Classroom English
        2.1.1 Classroom English language proficiency
        2.1.2 Significance of classroom English language proficiency
        2.1.3 Assessment of classroom English language proficiency
    2.2 Self-efficacy
        2.2.1 Definition of self-efficacy
        2.2.2 Mechanism of self-efficacy
        2.2.3 Sources of self-efficacy
        2.2.4 Measurement of self-efficacy
            2.2.4.1 Orientations of self-efficacy measurement
            2.2.4.2 Dimensions of self-efficacy measurement
        2.2.5 Self-efficacy and foreign language learning
    2.3 Studies on the impact of teacher training courses on pre-service teachers'self-efficacy
3. Research Design
    3.1 Participants and context
    3.2 Instruments
        3.2.1 Questionnaire
        3.2.2 Interview
    3.3 Data collection
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data analysis
4. Results and Discussion
    4.1 Results
        4.1.1 Pre-service English teachers' self-efficacy in classroom English beforetaking the course
            4.1.1.1 Overall strength of the pre-service English teachers' self-efficacy inclassroom English
            4.1.1.2 Comparison between the male and female pre-service English teachers
            4.1.1.3 Comparison among the pre-service English teachers of differentundergraduate majors
        4.1.2 Changes of the pre-service English teachers' self-efficacy in classroomEnglish after completing the course
            4.1.2.1 Comparison between Class A and Class B
            4.1.2.2 Changes of Class B in detail
        4.1.3 Pre-service English teachers' perceptions of the causes of the changes intheir self-efficacy in classroom English
            4.1.3.1 Acclimatization
            4.1.3.2 Positive social persuasion
            4.1.3.3 Mastery experiences
            4.1.3.4 Vicarious experiences
            4.1.3.5 Physiological and emotional states
    4.2 Discussion
        4.2.1 Pre-service English teachers' self-efficacy in classroom English beforetaking the course
        4.2.2 Possible reasons for the changes of the pre-service English teachers'self-efficacy in classroom English after completing the course
5. Conclusions and Implications
    5.1 Summary of findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix A Questionnaire
Appendix B Specific Objectives of A Handbook of Classroom English
Appendix C Interview Sample


【参考文献】：
期刊论文
[1]英语口语智能APP“英语流利说”对大学生英语口语自我效能感的影响[J]. 任娟.  海外英语. 2018(01)
[2]大学生英语自主学习能力与自我效能感的实证研究[J]. 李珩.  现代外语. 2016(02)
[3]教学语言──一个仍有待研究的问题[J]. 林汝昌.  外语界. 1996(02)



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