語言教學不同于其他學科的教學,因為語言既是教學的媒介,又是教學的內容。成功的語言教師自然需要高水平的語言能力,但是單靠對目標語言的熟練掌握并不能使一個人成為一名有效的語言教師。教師對自身教學有效性的信念,即自我效能感,對他們成為一名好教師的積極性、對教學的投入和面對困難的堅持都有很大的影響(Bandura,1997)。自我效能感在教育領域的研究已有幾十年的歷史,然而在TESOL(教授非英語人士英語)領域,對其與英語教師語言水平關系的研究卻很少。本研究以英語水平對英語教師自我效能信念的影響為動機,考察兩者之間的關系。鑒于教師的自我效能感是在教學的早期階段建立并在早期具有可塑性(Bandura,1997),教師的職業(yè)生涯初期對教師的自我效能發(fā)展至關重要。因此,本研究以在職的新教師和職前教師為研究對象,比較他們的自我效能感與英語語言能力的關系。具體來說,目標是:1)探討兩組教師在英語教學實踐中的語言能力和自我效能感;2)分別考察兩組教師的語言能力和自我效能感之間的關系;3)比較兩組教師在這兩個因素上的表現(xiàn)。為了實現(xiàn)這些目標,本研究采用了定量和定性分析相結合的研究方法。定量數(shù)據(jù)為研究問題的總體... 

【文章來源】：華東師范大學上海市 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：99 頁

【學位級別】：碩士

【文章目錄】：
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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