隨著教育理念的更新和教學(xué)改革的深入,傳統(tǒng)的教師角色也發(fā)生了變化。國內(nèi)外學(xué)者對教師角色均有不同角度的研究,還有一些學(xué)者從隱喻的角度研究了教師角色。本研究旨在從教師與學(xué)生雙向角度出發(fā),運(yùn)用啟發(fā)式隱喻分析,對比高校英語專業(yè)教師與學(xué)生對英語教師角色隱喻看法的異同點(diǎn),以期為英語教師職業(yè)發(fā)展和英語教學(xué)提供一些啟示和建議。研究采用問卷調(diào)查和半結(jié)構(gòu)式訪談相結(jié)合的方式,收集了英語專業(yè)教師和學(xué)生對英語教師角色隱喻的看法。研究分別發(fā)放了352份學(xué)生問卷和100份英語教師問卷,有效問卷分別為340份和93份。其中,8名英語教師和20名學(xué)生接受了半結(jié)構(gòu)式訪談。通過對問卷和訪談的整合分析后,研究發(fā)現(xiàn):其一,就教師方面來看,在14個英語教師角色中,英語教師對“文化傳播者”、“合作性的領(lǐng)導(dǎo)者”、“培育者”、“修理者”、“教育事業(yè)熱愛者”、“知識提供者”、及“朋友”的認(rèn)同度明顯高于其它隱喻。相對于男性教師而言,女性教師對“文化傳播者”、“興趣激發(fā)者”和“教練”具有更強(qiáng)的認(rèn)同感。而且教齡越長,英語教師對“興趣激發(fā)者”、“養(yǎng)育者”和“工具提供者”的認(rèn)同度就越高;其二,就學(xué)生來說,“文化傳播者”、“合作性領(lǐng)導(dǎo)者”、“興趣激發(fā)...

【文章頁數(shù)】：62 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Significance of the Study
    1.4 The Overall Arrangement of the Thesis
Chapter 2 Theoretical Framework and Literature Review
    2.1 Theoretical Framework
        2.1.1 Theory of Conceptual Metaphor
        2.1.2 The Role of Teacher
    2.2 Previous Studies of Metaphors of Teachers' Roles
        2.2.1 Studies on Metaphors of Teachers' Roles Abroad
        2.2.2 Studies on Metaphors of Teachers' Roles at Home
        2.2.3 Foreign Language Teacher Role Types at Home and Abroad
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Elicited Metaphor Analysis
        3.3.2 Questionnaires
        3.3.3 Semi-structured Interview
    3.4 Data Collection and Analysis
    3.5 Research Reliability and Validity
Chapter 4 Comparison between College English Teachers' and Students' Perceptions of Metaphors of Teachers' Roles
    4.1 An Overall Description of Their Perceptions
        4.1.1 English Teachers' Perceptions
        4.1.2 Students' Perceptions
    4.2 Comparison between Their Perceptions
        4.2.1 Similarities
        4.2.2 Differences
    4.3 Factors Affecting the Perceptions of Teachers and Students
        4.3.1 Students Factors
        4.3.2 Teachers Factors
        4.3.3 Social Factors
Chapter 5 Implications for English Teaching and English Teacher Development
    5.1 Implications for English Teaching
    5.2 Implications for Teacher Development
Chapter 6 Conclusion
    6.1 Basic Conclusion
    6.2 Limitations
    6.3 Topics for Future Study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements



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