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

1、Fourthly, I would like to thank the students who participated in the study and helped me complete the questionnaires for their involvement, support, cooperation and encouragement in this study. Last but not the least, my appreciation goes to my families who support me in many and varied important wa

2、ys during the whole process of my writing in my life. 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

3、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

4、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

5、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AbstractEnglish teaching is a complex process where cognitive factor，affective factor and behavioral factor are involved. Among them, the cognitive aspect is regarded as the core part for the fact that it is assumed that what teachers do is the reflection of

6、what they believe. So, in recent years, research on teaching has attempted to understand teachers from the “inside, that is to say, main focus has been shifted from studying the teachers outer behaviors to their inner voice. On teachers cognition, many researchers focus on how teachers knowledge sys

7、tems，beliefs，attitudes，values，and experience shape their understanding of teaching and how they arrive at planning and instructional decisions in teaching. Up to now, many research findings also indicated that teachers beliefs can influence and predict teaching action and teaching effect.This resear

8、ch is divided into five parts. The first introduced the research background; significance put forward the research questions and lay out the overall structure of the research. The second part reviewed the literature, cognition, English teachers beliefs and students English learning beliefs have been

9、 reviewed. The third explained the research procedure, approaches and instruments used. The fourth part analyzed English teachers beliefs, students English learning beliefs, similarities and differences between them and the influence of teachers beliefs on students English learning beliefs.The resea

10、rch subjects are 7 teachers and 118 students who are all come from Malipo Nationalities Middle School. Main research instrument is questionnaires. The aims of the research are to have a good understanding about the current beliefs that the English teachers and the students hold, and to understand te

11、achers and students beliefs about themselves and each other. Through data analysis, the similarities and differences of teachers and students beliefs will be obtained and then the degree that the influence of teachers beliefs on students English learning beliefs will be estimated. Through analysis o

12、f the investigation, in English learning management, teachers beliefs are more rational than the students. In the process of English learning, students are more inclined to hold their mother language reliant beliefs than their teachers. Both teachers and learners hold them form-focus beliefs and mea

13、ning-focus beliefs. The analysis also shows that Teachers and students understanding about English teaching vary much in the following aspects: beliefs about the factors that affecting quality of teaching, and beliefs about knowledge points explanation of college entrance examination. Data of the re

14、search comes from only one school and the number of participants is relative small, especially the teacher participants, so this study needs to be further examined. Furthermore, there is clearly scope for continuing research into the language teacher and learner cognition field. The issues to be fur

15、ther explored may include the relationship between teacher cognition and student learning which needs more empirical support and teacher cognition in relation to specific curricular areas.Key words: Teachers beliefs; Learners English learning beliefs; English learning; English teaching ContentsChapt

16、er One Introduction.11.1Introduction.11.2 Background of the Study.11.2.1 Background of the study of teachers beliefs11.2.2 Background of the study of students language learning beliefs.21.3 Significance of the Study.21.4 Structure of this Thesis.41.5 Summary.5Chapter Two Literature Review.62.1 Intro

17、duction.62.2 Teachers Cognition.62.2.1 Teachers cognition and teachers previous experiences.72.2.2 Teacher cognition and initial pedagogical education.82.2.3 Teachers cognition and classroom practice.92.3 Teachers Beliefs.112.3.1 Definition of beliefs.112.3.2 Definition of teachers beliefs. .132.3.3

18、 Sources of teachers beliefs. 142.3.4 The importance of teachers beliefs152.3.5 Taxonomies of teachers beliefs .172.3.5.1 Williams and Burdens classification about teachers beliefs.172.3.5.2 Richards and Lockhart classification about teachers beliefs.182.3.6 Previous researches on teachers beliefs.1

19、92.4 Learners Beliefs.222.4.1 The importance of learners beliefs222.4.2 Classifications of students English learning beliefs.232.4.3 Previous studies on students English learning beliefs.242.5 Studies on the Relationship between English Teachers Beliefs and Students English Learning Beliefs.272.6 Su

20、mmary. .27Chapter Three Research Methodology.293.1 Introduction.293.2 Research Approaches.293.3 Research Questions .293.4 Subjects.303.4.1 Background information of the student.303.4.2 Information of the teacher participants.303.5 Research Instruments.323.5.1 The formation of the questionnaires of t

21、he English teachers beliefs 323.5.2 The formation of the questionnaires of the students English learning belief.323.6 Research Procedure333.6.1 Data collection.333.6.2 Data analysis .333.7 Summary33Chapter Four Results and Discussions.354.1 Introduction354.2 Results .354.2.1 Results of English teach

22、ers beliefs about English learning.354.2.1.1 Results of English Teachers management beliefs about English learning. 354.2.1.2 Results of the English teachers mother language reliant beliefs.364.2.1.3 Results of the English teachers form-focused learning beliefs.374.2.1.4 Results of the English teach

23、ers meaning-focused learning beliefs.374.2.1.5 Results of the English teachers beliefs about difficulty of language learning.384.2.1.6 Results of the English teachers beliefs about English language aptitude .394.2.1.7 Results of the English teachers beliefs about the nature of English .404.2.2 Resul

24、ts of the English teachers beliefs about English language teaching.414.2.2.1 Results of the English teachers beliefs about the factors that affect the quality of English teaching .414.2.2.2 Results of the English teachers beliefs about college entrance examination.424.2.2.3 Results of the English teachers beliefs abou