A Study of the Influence of English Teachers Beliefs on Students English Learning BeliefsWord格式.docx

A Study of the Influence of English Teachers Beliefs on Students English Learning BeliefsWord格式.docx

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Fourthly,Iwouldliketothankthestudentswhoparticipatedinthestudyandhelpedmecompletethequestionnairesfortheirinvolvement,support,cooperationandencouragementinthisstudy.

Lastbutnottheleast,myappreciationgoestomyfamilieswhosupportmeinmanyandvariedimportantwaysduringthewholeprocessofmywritinginmylife.

摘要

英语教学是一个由认知、情感和行为等因素交互作用的复杂过程。

其中，认知因素被认为是最关键部分，因为教师的行为是他们持有的教学信念的反映。

因此，近年来，有关教学的研究试图从教师“内在”理解教师作用，即研究的重心由教师在课堂中的外在表现向教师教学时的内心所思转变。

在教师认知研究中，许多研究者更加关注教师知识系统，信念，态度，价值观和经历是如何影响他们对教学的理解和教学决策的。

迄今为止，许多关于此方面的研究显示教师信念能够影响教师行为，同时也能成为预测教学效果和教师行为的有效指标。

本文共分为五个部分，第一部分介绍了研究的背景，意义并提出研究的问题并说明本论文的整体结构。

第二部分文献综述部分涉及认知、英语教师教学信念，英语学习者学习信念。

第三部分阐释了本文研究的步骤、方法以及所应用到的研究工具。

第四部分分析了英语教师信念、学生英语学习信念、两者间信念的异同以及，教师信念对学生英语学习信念养成的影响。

第五部分总结了该研究的主要成果以及给出了几点建议。

研究对象是来自于麻栗坡民族中学的7名高中英语教师和118名高中生进行了研究，主要采取问卷的研究工具。

这项研究旨在了解当前高中英语教师和高中生在英语学习方面所持的关于英语学习、英语教学方面的信念，对自己和对方在英语教学和学习中所持的信念，通过数据分析得出两个群体之间信念的差异以判断教师在教学中对学生的英语学习信念是否有影响。

对此项研究的调查结果进行分析得出，在英语管理策略方面，教师在这方面的信念更加的趋于理性，在英语学习过程中学生会常使用母语思维观念；

教师和学生均持有形式操练、功能操练观念，但教师更为普遍；

教师和学生对于教学的理解差别很大，主要体现在对影响高中英语教学质量的因素，针对英语高考知识点教学等方面的看法。

本次研究的数据来自县城的一所学校，且受试人数少，尤其是教师，因此该课题仍需做进一步深入研究。

此外，在语言教师和学习者认知领域，还有很多研究的空间，如对教师认知和学生学习可以进行更多的实证研究，还可以深入研究教师认知和具体课程领域相结合的课题。

关键词：

教师信念；

学习者英语学习信念；

英语学习；

英语教学

Abstract

Englishteachingisacomplexprocesswherecognitivefactor，affectivefactorandbehavioralfactorareinvolved.Amongthem,thecognitiveaspectisregardedasthecorepartforthefactthatitisassumedthatwhatteachersdoisthereflectionofwhattheybelieve.So,inrecentyears,researchonteachinghasattemptedtounderstandteachersfromthe“inside’’,thatistosay,mainfocushasbeenshiftedfromstudyingtheteachers’outerbehaviorstotheirinnervoice.Onteachers’cognition,manyresearchersfocusonhowteachers’knowledgesystems，beliefs，attitudes，values，andexperienceshapetheirunderstandingofteachingandhowtheyarriveatplanningandinstructionaldecisionsinteaching.Uptonow,manyresearchfindingsalsoindicatedthatteachers’beliefscaninfluenceandpredictteachingactionandteachingeffect.

Thisresearchisdividedintofiveparts.Thefirstintroducedtheresearchbackground;

significanceputforwardtheresearchquestionsandlayouttheoverallstructureoftheresearch.Thesecondpartreviewedtheliterature,cognition,Englishteachers’beliefsandstudents’Englishlearningbeliefshavebeenreviewed.Thethirdexplainedtheresearchprocedure,approachesandinstrumentsused.ThefourthpartanalyzedEnglishteachers’beliefs,students’Englishlearningbeliefs,similaritiesanddifferencesbetweenthemandtheinfluenceofteachers’beliefsonstudents’Englishlearningbeliefs.

Theresearchsubjectsare7teachersand118studentswhoareallcomefromMalipoNationalitiesMiddleSchool.Mainresearchinstrumentisquestionnaires.TheaimsoftheresearcharetohaveagoodunderstandingaboutthecurrentbeliefsthattheEnglishteachersandthestudentshold,andtounderstandteachers’andstudents’beliefsaboutthemselvesandeachother.Throughdataanalysis,thesimilaritiesanddifferencesofteachers’andstudents’beliefswillbeobtainedandthenthedegreethattheinfluenceofteachers’beliefsonstudents’Englishlearningbeliefswillbeestimated.

Throughanalysisoftheinvestigation,inEnglishlearningmanagement,teachers’beliefsaremorerationalthanthestudents’.IntheprocessofEnglishlearning,studentsaremoreinclinedtoholdtheirmotherlanguagereliantbeliefsthantheirteachers.Bothteachersandlearnersholdthemform-focusbeliefsandmeaning-focusbeliefs.TheanalysisalsoshowsthatTeachers’andstudents’understandingaboutEnglishteachingvarymuchinthefollowingaspects:

beliefsaboutthefactorsthataffectingqualityofteaching,andbeliefsaboutknowledgepointsexplanationofcollegeentranceexamination.

Dataoftheresearchcomesfromonlyoneschoolandthenumberofparticipantsisrelativesmall,especiallytheteacherparticipants,sothisstudyneedstobefurtherexamined.Furthermore,thereisclearlyscopeforcontinuingresearchintothelanguageteacherandlearnercognitionfield.Theissuestobefurtherexploredmayincludetherelationshipbetweenteachercognitionandstudentlearningwhichneedsmoreempiricalsupportandteachercognitioninrelationtospecificcurricularareas.

Keywords:

Teachers’beliefs;

Learners’Englishlearningbeliefs;

Englishlearning;

Englishteaching

Contents

ChapterOneIntroduction......................................................................................1

1.1Introduction……...…………………………………………………………………1

1.2BackgroundoftheStudy……………………………………...…………………...1

1.2.1Backgroundofthestudyofteachers’beliefs……………………………………1

1.2.2Backgroundofthestudyofstudents’languagelearningbeliefs………...………2

1.3SignificanceoftheStudy………………………………………………………….2

1.4StructureofthisThesis…………………………………………………………….4

1.5Summary…………………………………………………………………………..5

ChapterTwoLiteratureReview…………………………………………..……..6

2.1Introduction……………………………………………………………….….……6

2.2Teachers’Cognition…………………………………………………..……………6

2.2.1Teachers’cognitionandteachers’previousexperiences………………………..7

2.2.2Teachercognitionandinitialpedagogicaleducation…………………………....8

2.2.3Teachers’cognitionandclassroompractice………………………...…………...9

2.3Teachers’Beliefs……………………………………………………………...….11

2.3.1Definitionofbeliefs………….…………………………………………………11

2.3.2Definitionofteachers’beliefs……………………………………..….……….13

2.3.3Sourcesofteachers’beliefs……..……………………………………..………14

2.3.4Theimportanceofteachers’beliefs……………………………………………15

2.3.5Taxonomiesofteachers’beliefs……………………………………………….17

2.3.5.1WilliamsandBurden’sclassificationaboutteachers’beliefs………………..17

2.3.5.2RichardsandLockhart’classificationaboutteachers’beliefs……………….18

2.3.6Previousresearchesonteachers’beliefs……………………………………….19

2.4Learners’Beliefs………………………………………...……………………….22

2.4.1Theimportanceoflearners’beliefs……………………………………………22

2.4.2Classificationsofstudents’Englishlearningbeliefs……..……………………23

2.4.3Previousstudiesonstudents’Englishlearningbeliefs………………….……..24

2.5StudiesontheRelationshipbetweenEnglishTeachers’BeliefsandStudents’

EnglishLearningBeliefs……………………………………………………….…….27

2.6Summary…………………………………………………………………..…….27

ChapterThreeResearchMethodology………………………………………...29

3.1Introduction…………………………………..…………………………………..29

3.2ResearchApproaches…………………………………………….………………29

3.3ResearchQuestions………………………………………….………………..29

3.4Subjects…………………………………………………………………………..30

3.4.1Backgroundinformationofthestudent……………………..………………….30

3.4.2Informationoftheteacherparticipants………………….……………………..30

3.5ResearchInstruments…………………………………………………………….32

3.5.1TheformationofthequestionnairesoftheEnglishteachers’beliefs…………32

3.5.2Theformationofthequestionnairesofthestudents’Englishlearningbelief….32

3.6ResearchProcedure………………………………………………………………33

3.6.1Datacollection………………………………………………………………….33

3.6.2Dataanalysis..…………………………………………………………………33

3.7Summary…………………………………………………………………………33

ChapterFourResultsandDiscussions………………………………………..35

4.1Introduction………………………………………………………………………35

4.2Results…………………………………………………………………………...35

4.2.1ResultsofEnglishteachers’beliefsaboutEnglishlearning…………………...35

4.2.1.1ResultsofEnglishTeachers’managementbeliefsaboutEnglishlearning….35

4.2.1.2ResultsoftheEnglishteachers’motherlanguagereliantbeliefs…………….36

4.2.1.3ResultsoftheEnglishteachers’form-focusedlearningbeliefs……………...37

4.2.1.4ResultsoftheEnglishteachers’meaning-focusedlearningbeliefs………….37

4.2.1.5ResultsoftheEnglishteachers’beliefsaboutdifficultyoflanguagelearning……………………………………………………………………………….38

4.2.1.6ResultsoftheEnglishteachers’beliefsaboutEnglishlanguageaptitude…..39

4.2.1.7ResultsoftheEnglishteachers’beliefsaboutthenatureofEnglish………...40

4.2.2ResultsoftheEnglishteachers’beliefsaboutEnglishlanguageteaching……..41

4.2.2.1ResultsoftheEnglishteachers’beliefsaboutthefactorsthataffectthequality

ofEnglishteaching…………………………………………………………………..41

4.2.2.2ResultsoftheEnglishteachers’beliefsaboutcollegeentranceexamination..42

4.2.2.3ResultsoftheEnglishteachers’beliefsabou