在外語教育教學中,英語課堂用語作為英語教師專業(yè)發(fā)展的重要內(nèi)容,對教與學起著舉足輕重的作用。自我效能感作為重要的學習者個體差異因素,一直是外語教育教學研究的焦點。大量研究是關(guān)于外語學習總體的自我效能感以及具體技能如聽、說、讀、寫、策略運用等的自我效能感,但缺乏關(guān)于英語課堂用語自我效能感的研究。另外,雖然國內(nèi)外學術(shù)界對教師教育培訓課程對職前教師自我效能感的影響形成了一定的研究,但關(guān)于教師教育培訓課程對職前英語教師課堂用語自我效能感的影響研究還相對比較匱乏。鑒于此,本研究以華中師范大學的一門英語口語課為例,試圖探索英語口語課對職前英語教師課堂用語自我效能感的影響,旨在一定程度上填補教師教育培訓課程對職前英語教師課堂用語自我效能感的影響的研究缺口。該門課程致力于提高職前英語教師的語音語調(diào)以及課堂用語能力,因此其教學內(nèi)容主要分為兩個部分:語音語調(diào)和課堂用語的教學與實踐。本研究主要是圍繞以下三個問題展開:（1）在學習英語口語課之前,職前英語教師的課堂用語自我效能感如何?是否存在性別和本科專業(yè)的差異?（2）課程結(jié)束以后,他們的課堂用語自我效能感發(fā)生了怎樣的變化?（3）哪些因素可能導致了這些變化?為了... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：58 頁

【學位級別】：碩士

【文章目錄】：
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


【參考文獻】：
期刊論文
[1]英語口語智能APP“英語流利說”對大學生英語口語自我效能感的影響[J]. 任娟.  海外英語. 2018(01)
[2]大學生英語自主學習能力與自我效能感的實證研究[J]. 李珩.  現(xiàn)代外語. 2016(02)
[3]教學語言──一個仍有待研究的問題[J]. 林汝昌.  外語界. 1996(02)



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