语言学习策略培训中的教师信念——师范大学职前教师与在职教师信念的调查

语言学习策略培训中的教师信念——师范大学职前教师与在职教师信念的调查 语言学习策略培训中的教师信念——师范大学职前教 师与在职教师信念的调查 西南大学 硕士学位论文 语言学习策略培训中的教师信念??师范大学职前教师与在职 教师信念的调查 姓名:尹蔚 申请学位级别:硕士 专业:外国语言学及应用语言学 指导教师:李力 20070401 语言学习策略培训中的教师信念 ??师范大学职前教师与在职教师信念的调查 学科专业;外国语言学及应用语言学 指导教师:李力教授 研究方向:英语教学理论 研究生:尹蔚$20040674 内容摘要 在英语教育领域的研究中,通常强调职前或在职教师教育在大学英语课程、 教 学大纲及评估中的重要性。所有的教师都有关于教师、教学、学生、个人主观信息、 个人角色以及课堂责任的相关信念口aJar铭,1992。教师检测自身信念对了解教师如 何理解自身的教学实践十分重要,其中就包括对语言学习策略培训的理解。教师信 念直接影响教师的理解和判断,从而间接影响其课堂教学。根据教师教育研究者和 学者的研究,为了改进或拓展其专业教学技能和知识,职前和在职教师理解和测评 自身在策略培训方面的教师信念十分重要 Clark,1988;Feiman-Nemser&Floden,1986; FeTJstcrmachcr,1986;Munby,1984;Nespor,1987;Pajares,1997;Tabachnic k,Popkewitz &Zeichner,1979。 本文证明了不论是职前或是在职教师在自身的教师信念中对学习策略培训都有 着不同的看法。同时,本文还证明其策略培训中的教师的信念是否都直接与教师的 课堂教学经历相关。参与本文研究的在职教师来自重庆的某两所大学的英语教师, 职前教师则是来自西南大学外国语学院的一个研究生年级。本文采用问卷调 查的方 式收集相关数据。结果中有61项指标用于衡量职前和在职教师在策路指导和管理中 的信念。SPSSl3.0软件用于分析收集整理到的数据。 问卷调查的分析结果 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 明职前和在职教师在对策略培训的知识、理解、具体操 作等方面有明显区别。比如,在职教师认为策略培训应该被融入教学活动中而不是 IV 西南大学硕士学位论文 成为单独的教学部分,但是职前教师对此则深表疑虑。当然,关于策略培训他们也 拥有相似的信念。另外,该研究还证明,教师的策略指导和教学经验培训项目有足 于教师信念的发展和形成。这一点同样是区别职前和在教师的重要因素。 在此研究基础上,本文对职前和在教师教育提出如下建议:1开发职前教师 对策略指导的潜在信念;2大力开发职前教师在语言学习策略理论和策略指导方 面的意识和理解。 关键词:教师信念语言学习策略培训职前教师在职教师 M.A.THESIS Teachers’Beliefsin LanguageLearningStrategiesInstruction: AnInvestigationOfPm-senceandIn-servlceTeachers’BeliefsinNormalUn iversities Major: Specialty: Supervisor: Author: ForeignLinguisticsandAppliedLinguistic. EnglishEducationTheory P ofessorLiLi ’7白l惭 Abstract ReformeffortsinEnglisheducationstressthefinportanceofpr ?service?and in-serviceteachereducationincurriculum,instruction,andassessment.Allteachers possessbeliefsaboutthemselvesast achers,abouttheirteaching,theirstudents,thdr subjectmatter,andtheirrolesandresponsibilitiesintheC1aSSToom口勾 arcs,1992.In orderforteacherstounderstandtlleirowneducationalpractices,itisimportantforthemto examinetheirownbeliefsabouttheireducationpractices,includinglangu agelearning strategyinstruction.Thebeliefso teachersholdinfluencetheirperceptionsandjudgments, which,intur ,affecttheirclassroompractices.Accordingtoresearchersandscholarsin teachereducation,itisimportantforpre-serviceandn-serviceteacherstoexaminea d understandtheirbeliefsabouts rategyinstructioninordertoimproveandxpandtheir professionalpreparationndpracticesClark,1988;Feiman-Nemser&Floden,1986; Fenstermacher,1986;Munby,1984;Nespor,1987;Pajares,1997;Tabachnick,Popkewitz &Zeichner,197外. ThisstIldyi entifiedwh therpre?serviceandin-serviceteachersdifferedwithrespect totheirbeliefsaboutlearningstrategiesinstruction.Italsoidentifiedwh thert acher beliefsheldabouts rategyinstructionwererelatedotheteachingexperiencesthey ii 西南大学硕士学位论文 developedforuseintheirclassrooms.Thein-serviceteacher-participant sinthistudyare experiencedEFLteachersinpublicuniversitiesnChongqing.Theper-s rvice teacher-participantsareobservedinonegradefromSchoolofForeignLa guagein SouthwestUniversity.Thedatagatheringt001.questionnaire,isusedinthisstudy.Results ofa61.itembeliefsurveyinstrategyinstruction,administeredtopre? erviceand in-serviceteachers,areusedtoscoreinstructionexamplesrovidedbytheteachers.SPSS 13.0isI塔cdtostatisticanalyzethecollectcddatafromtwogroups. Resultsfxomquestionnairei d catethatpre-serviceandin-servicetea her.qhave differencesfromtheaspectsofknowledge,comprehension,maddetailedactivitiesin strategyinstruction.Forexample,thein-s rviceteachersa guethatstrategyinstruction shouldbewovenintoteachingratherthanbeinganisolatedcomponent.Butpre?service teachersdi puteaboutthisitem.However,theysharesimilarbeliefsaboutthe effectivenessofstrategyinstruction.Anotherfindingprovesthatteachertrainingprogram ofstrategyinstructionandteachingexperiencesdevelopedtheteachers’beliefs.Andit alsoCanberegardedasonefactorthatinfluencesthedifferencesbetweenpre-serviceand in-servicetea hers. Onthebasisofthiswork,anumberof ecommendationsaremadeforbringing pre?serviceandin-serviceteachereducationuptodealwiththedemandsoftheirfield work.Theseinclude1exploringpre-se vieeteachers’implicitbe efsystemsabout strategyinstruction,and2developingpre-s rvicetea hers’awarenessandunderstanding oftheoriesoflearningstrategyandinstruction. Keywords:teachers’beliefslanguagel arningstrategyinstruction pre-servieeteachersin-serviceteachers ListofTablesandFigures 1.ables: Table4.1.1Nonparametrictesresultsofhypothesis1a.27 Table4.1.2Nonparametrictesresultsofhypothesis1b?.28 Table4.1.3Statisticresultsofhypothesis1.....?......?..??.......?. ..........??.?.......28 Table4.I.4Statisticresultsofpart1.........?..?..?.............。. ..........30 Table4.2.1Nonparametdctestresultsofhypothesis2a?.31 Table4.2.2Nonparamctrictesresultsofhypothesis2b??..??.32 Table4.2.3Statisticresultsofhypothesis232 Table4.2.4Smtisticresultsofpart2..33 Table4.3.1Nonparametrictesresultsofhypothesis3a....34 Table4.3.2Nonparametrictesresultsofhypothesis3b?.34 Table4.3.3Statisticresultsofhypothesis3。..?.........??。 .?。??. .....?..35 Table4.3.4Smtisticresultsofpart3..36 Table4.4.1Statisticresultsofhypothesis437 Table4.4.2Statisticresultsofquestion1.......?.?...................??.?..?38 Table4.4.3Statisticresultsofquestion2??...........??...........??.....?.........39 Table4.4.4Statisticresultsofquestion3?...............?..??.....?...........40 Figures: Figure4.1.4In-servicetea hers’resultsofpart1.....?...?........?....?.??.?..29 Figure4.1.5Ire?serviceteachers’resultsofpart1??.29 Figure4.2.1In-servicetea hers’resultsofpart2.....?.......?....??....?......?.33 Figure4.2.2Ire?serviceteachers’resultsofpart2?.................. ?...?...?....?..?....33 Figure4.3.1In?serviceteachers‘resultsofpart3?............?...?.. .......?....... Figure4.3.2Pre?servicetea hers’resultsofpart3.............?.....?......?........ Figure4.4.1In-servicetea hers’resultsofque tion1........?.?..?....... Figure4.4.2Pre?servicetea hers’resultsofque tion1......?......?......?...?. iii ?35 ?35 ?38 .39 iv 西南大学硕士学位论文 Figure4.4.3h?serviceteachers’resultsofq e tion2 Figure4.4.4Pie-serviceteachers’resultsofq c tion2..................,??.?..??.??.40 Figure4.4.5In-serviceteachers’resultsofque tion3??.Figure4.4.6Pie?serviceteachers’resultsofq e tion3.. .........................41 ....??.?..41 独创性声明 学位论文 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 目: 壹童堂望筮喳壁剑主煎塾!至焦金 二二逝整盘堂墼煎塾竖鱼查墼塾竖焦金鱼塑查 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研 ? 究成果。据我所知,除了文中特别加以标注和致谢的地方外,论文中不包含其他人 已经发表或撰写过的研究成果,也不包含为获得西南大学或其他教育机构的学位或 证 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 而使用过的 材料 关于××同志的政审材料调查表环保先进个人材料国家普通话测试材料农民专业合作社注销四查四问剖析材料 。与我一同工作的同志对本研究所做的任何贡献均已在论文中 作了明确的说明并表示谢意。 学位论文作者: 萝溉 签字日期:彻7年乡月罗日 学位论文版权使用授权书 本学位论文作者完全了解西南大学有关保留、使用学位论文的规定,有权保留 并向国家有关部门或机构送交论文的复印件和磁盘,允许论文被查阅和借 阅。本人 授权西南大学研究生院可以将学位论文的全部或部分内容编入有关数据库进行检 索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 保密的学位论文在解密后适用本授权书,本论文:b不保密, 口保密期限至 年月止。 学位论文作者签名: 亏裁 / 签字日期:讼加7年多 月 /日 学位论文作者毕业后去向: 工作单位: 通讯地址: 电话: 邮编: 锄娩么 签字日期:泖7年f月夕日 Acknowledgements 1wanttotakethisopportunitytopubliclythankalltheindividualswhohave positivelyandsignificantlyo ributedtomyeducationandevelopmentincountless ways.Thisstudywasaccomplishedw tthehclpofmanypeople.Withoutthegu/dance andsupportf ommysupervisor,professors,family,classmatesandmyfriends,thisthe is wouldnothaveb encompleted. 1wouldliketoexpressmygenuinea dsincerethankstomysupervisor,ProfessorLi Li,forhisexpertise,support,andguidancethroughoutthisprocess.I锄 especially thankfultohimforhelpingmetofindaresearchmethodologyduringm firsttwoyears ofstudy,whichmademyomingtostudywellatSouthwestUniversity. Ianalsoindebtedtomyprofessors,ProfessorChenZhian,ProfessorLiuJiaroug, ProfessorWenXu,ProfessorJiaZhigao,ProfessorWuxin,andProfessorLinWenzhi whohavetaughtmeduringthethreey arsofpostgraduatestudy. T11isstudywouldnothavebeencompletedwithouttheparticipationoftheteachers andthestudents.Sothenext,Ithankthemfrotheirhelpandforsharingtheirtimeand theirthoughtsonlanguagelearningstrategyinstructionandteachingwithme. Finally,mydeepestappreciationgoest myfamilyandclosestfiiends.Theyhav supportedme,listenedomeandlovedwitllthroughallmy,carsofbeingastudent.My parentsde ervespecialrecognitionforalltheyhavegivenme.Theya托 modestandwill neveradmitalltheyhavedoneforme,butICallhonestlysaythatmyreachingthispoint andcompletingth sthesiswouldikelynothavebeenpossiblewithoutthem.Mybest friend,HuangYaxinghasbeencouragingthroughthethesis,aswellasmybestfriend Guo?m.ItrulythankeveryoneIhavelisted.Theyhavemydeepestrespectand appreciation. ’ ChapterOne IntrodUCtiOn 12dsstudyisaquantitativeresearchstudyconcernedwithde.bragEFLteachers’ beliefo languagelearningstrategyinstruction.Inordertobetterunderstandhe phenomenonofteachers’belief;ageneraloverviewofresearcher’Sperspectivesand definitionsofbeliefandlearningstrategyarepresentedbelowfollowedby0nexplanation ofwhythistudyisneededasasuggestiontothestudyOilforeignla guageteaching. 1.1Background Inrecentyears.龃 increasingnumberofinvestigationshavefocused011language learningbeliefsinthefieldofappliedlinguistics.Theseresearchershavearguedthat teachershavepositivecontributionstoulaketothelanguagelesson.Understandingtheir contributionsisessentialforeffectiveeacherandteachingbecauseth yarelikelyto influencethelearningprocess.However,thereisstillas o tageofresearchthat investigatesthebeliefso per-serviceandin-serviceEFLteachers.Theignificanceof investigatingteachers’beliefshasbeenrelatedolanguagelearningstrategiesinstruction. Somer searchers,concernedabouttheorigina developmentoft achers’beliefs, havesuggestedthateachersxertastronginfluenceo thedevelopmentofl arners’ strategyaboutlanguagelearning.Theyhavemphasizedlanguageteachers’befiefsand theirinfluenceont achers’practiceHorwitz,1988;Richards,1998;Rubirt,1987; Wenden,1987a.Becauseteachersxertapositionofauthorityintheclassroom,tlleyale se雠弱 expertsbystudents.Itisbelievedthateffectiveeachingdevelopfromteachers’ beHefs. Thefewstudiesthathaveinvestigatedthisr lationshiphaveusedquestionnairesor inventories.Further,itreinfo cesallab tractviewofbeliefsbydisconnectingthemfrom actionsa dfromauthenticpre-servieeandin-servicecontextsandexperienCes.Other 1 2 西南大学硕士学位论文 studieshavemployedamoreinterpretiveframework,buthavelookedonlyatthe .ianu腓eofteachers’ beliefsonclassroomteachingbutotreversely.Inbfief,although theyhaveemployedamorespecificperspective,mostofthemhavefailedtoconsiderth interrelationshipbetweenbeliefsandactionsa dtheinfluenceofexperieneesonteachers’ practice. 1.2PurposeftheStudy AccordingtoLiuxuehui2005,theteachers’cognitiveresearchisnotonlythe descriptionofteachers’knowledge,butalsothdevelopmentandchangeoft eachers’ knowledge.Thepurposefthisstudyistoinvestigatetherelationshipbetweenr ?service andin-serviceteachers’beHefs.withspecif creferencetoChineseEFLEnglishasa foreignla guageteachersinthesettingoftheschoolofforeignlanguagesinuniversities. Thisstudyexaminesnotonlyhowtheteachers’beliefsmayin luencelanguagelearning strategyinstruction,butalsodifferencesbetweenpre-servieeandin-serviceteachersin understandingofstrategictea hing.Thispapera guesthatEFLteachertrainersshouldtry toeliminateanyd trimentalbeliefsintheirt aineesb foretheystarttoteachEFL,to ensurethattheyperformwellinlanguagelearningstrategyinstructiomTh srequiresthe investigationof eachers’beliefsandthciractionsi theactualsettingwhereformal instructionoccursi thelanguageclassroom. 1.3SignificanceoftheStudy Thisstudyissignificantforbo ht eoreticalandpracticalre sons.Theoretically,this studyisimportantinthreeways.First,asanempiricalnvestigation,itcontr butestoth issuesoftheoriginsa developmentofb liefshighlightedbyappliedlinguistsRubin. 1987;Wenden,1987 曲.Second,itextendsthediscussionoftherelationshipbetween pre?serviceandin-serviceteachers’beliefsy ookingnotonlyathowteachers’beliefs affectthestrategyinstruction.Third,itmovesbeyonddescriptionsofpre-serviceand in-serviceteachers’behefsyundertakingqualitativeinvestigationtha tl oksat pre?serviceandin-serviceteachers’actionsndinterpretationsinthelanguageclassroom ?ern,1995;Richardson,1996. TheproposedtudywillprovidepracticalinformationconcerningChinese pre.serviceteachers’beliefsinanEFLenvironmentandhowheirbeliefsre latetostrategy instruction.Thiswillbe elpfulorteacherd veloperswhomakeprogramsinteacher development.Theawaren ssaboutteachers’beliefsCanhelpteachersaswellasteacher developerstotailortheirlanguageCOUI'?Stoavoidpotentialm smatchesbetweenteachers andstudents,especiallyinlanguagelearningstrategytrainingenlLrSes. 1.4TheDefinitionofthe1-e不11s Belief P面ares1992defmitcsbeliefsas‘'ani dividual’ sjudgmentofthetruthorfalsityofa proposition,ajudgmentthatCanonlybeinferredfromacollectiveund rstandofwhat humanbeingssay,doandintend'’.See2.1、 TeacherBeliefs Teacherbeliefswillencompasspre?serviceorin-serviceteachers’impli cit assumptionsab uts udents,learning,classrooms,andthesubjectma tertobetaught Kagan,1992a. Pre-servieeteachers Inthisterm,pre-serviceteachersrefertothosetudentswhoageobservingthe professionalteachingeducationandi tendtobeteachersasthdrfuturecareer.Itisalso usedtobecalledasstudentteacher,traineee ch rfothesameprofessionalgroup.And thesepro.serviceteacherswhoparticipantthetestinthispaperhavenotgotheteaching practiceata11. In-servicetea h唧 Thetermrefersthoset acherswhohavealreadytaughtinuniversitiesandnvolvedin theteachertrainingprogram.Theygraduatedfromthenormaluniversity.Andheyatleast havemorethantwoyearsteachingexperiencesincollegeEFLclassroom. LanguageLearningStrategies Althoughtheterminologyisn talwaysuniform,withsomewritersusingtheterms “learnerstrategies”Wenden1987b,others‘'learningstrategies'’0’Malley&Chamot, 4 西南大学硕士学位论文 1990;Chamot&0’Malley,1994a,andstillothers‘'languagelearningstrategies”Oxf.ord, 1990a,19965.DrawingfromresearchonlearningstrategiesWeinstein&Mayer,1986; Danserueau,1985,Chamot1993andOxford defineslanguagelearning strategiesasanybehaviorsandthoughtprocesseslanguagelearnerstakeinorderto facilitateacquisition,storage,retrieval,anduseofinformationonthelanguage.See 2.3.n LanguageLearningStrategyInstruction Thistermisalsopresentedaslanguagelearningstrategytraining.Asisproposedby Oxford1990agtrainingoflanguagelenmingstrategiesiscalledmanythings,suchas strategytraining,learnertr i ing,learning-to?learntraining,learnermethodologytraining, andmethodologicaliniti tionforlearners.Cohen2000definesstrategytraining勰 ‘'explicitlyteachingstudentshowtoapplylanguagelearningandlanguagesestrategies." See2.3.41 1.5ResearchHypotheses Wesupportthateacherb lie蠡 playallimportantroleinbothpre?serviceand in-serviceteachereducmion.Thebeliefso we-servicetea hersandin-serviceteachers differ.Teachers’beliefsareform dbeforetheyenrollinteachers’educationprogramas wellaslanguagelearningstrategyinstructionasapartofteachingknowledge.Previous experiencewithschoolingandinstructionmakeuptheseb liefs.Thepresentresearcht ies tomakeanefforttodiscoverthdistinctionbetweenpre?serviceandin-servicetea hers’ beliefinlearningstrategyinstruction.Theresearchypothesesarelistedasfollows: 1.Thereisasignificantdistinctionbetweenpre-serviceandn-serviceteachersat theknowledgeandcomprehensionoflear ingstrategyinstruction. 2.Therearesignificantdifferencesbetweenpre-serviceandin-serviceteachers regardingtheirbeliefstructuresassociatedwiththeffectivenessofl arning strategyinstructiontostudents. 3.In-servicetea hershavedifferentb Hefsromwe-serviceteachersonthe learninginstructionalaction. 4.Teachertrainingprogramandteachingexperienceshelptheteacherstodevelop theirbeliefso trategyinstruction. 1.6structureofthThesis Thisthesisismadeupofthefollowingfivechaptersandtwoappendixes: Chapteroneisanintroductionto herecentresearches,whichproposestoexplainthe background,purposeandsignificanceofthestudy.Inthischapter,someimp rtantterms usedinthepaperwillalsobeclarified. Chapterwoisthefiteraturereviovaboutbeliefsandlanguagelearningstrategy.The fiteraturefocus011theroleofbeliefsineducation,researchfindings,languagelearning strategyandinstructiontheories. Chapterh eedescribesth designoftheresoarcb,fromresearchstructure, instrumentation,subjectselectionandatacollectionandanalysis. Chapterfourexplaintheresultsoftatisticfindingsindetailed.Itpresentsfour hypothesesfindingsandqualitativeresearchfindingsaboutteachers’beliefinstrategy instruction. Chapterfiveistheconclusionofwholethesis.Itperformsthedifferencesa d similarityoffourn llhypothesesandprovidesthftLrtherresearchquestions. 2.1Beliefs LiteratureReview 2.1.1Featuresofbeliefsandbeliefsystems InhisdiscussionoftheatoreofbeliefsPajares1992summarizesfindingsabout theirmengththatbeliefscanoutweighthemostcompellingcc删呻 evidence,Munby, 1982;theperseveranceevenwh nbeliefsnolongeraccuratelyrepresentr ality,Nisbett andoss,1980'andthesocietalandculturalro etheysupplystructure,order,direction andsharedvalues.Hissixteen-pointsynthesisoffindingsonbeliefscanbebrokendown intosovenconclusions: 1.beliefsformearly,a?wellestablishedonenteringcollege,andtendto self-perpetuate; 2.allindividual’sbeliefsystemhousesallthebeliefsacquiredthrough enculturation; 3.knowledgeandbeliefsare‘'inextricableintertwined’’butbeliefsa 地filters throughwhichnewinformationisinterpreted; 4.beliefstructm'esmustbetmdcrstoodint.跚 msofcomlectionsoallbeliefsinthe system; 5.individuals’beliefstronglyaffecttheirbehavior;, 6.beliefsmu tbeinferred丘 ombeliefstatements,intentionstobehave,oractual behavior, 7.beliefchange-ifithappens?oecul-sslowlyandrarelyduringadulthood,it'smost enmmoncauseb ingaconversionfrom eauthoritytotheothero agestalt shift. Finally,bothbeliefsandknowledgeareorganizedntohierarchicalstructuresystems Rios,1996;Rokeaeh,1968,looselyboundedn tw rkswithvariableandimprecise 6 relationtoevents,situationsandkn wledgesystemsNespor,1987.Mostimportantly, largerbeliefsystemsmayb idiosyncraticandincludeinconsistenciesbuthavsignificant valuefordealingwiththecomplex,ill?definedsituationsofmostclassroomsituations Calderhead,1996. 。 Theslzuctm'eofb liefsystemhasbeenlikenedto‘'thatof舳 atom,itsnucleus holdingto etherthevariousparticlesina tablesystem'’Pajares,1992a,whichmay explainwhysomebeliefsareveryresistantochangeandothersa? morevolatile. Centralityofabeliefisamatterof‘'connectedness:’’themoreconn ctionsabeliefhas withothers,themoreimplicationsndconsequencesithasforotherbeliefs, thus,themore centralitis.Rokeach1968proposesfourdimensionstodetermineco nectedness:1 beliefsaboutselfidentityand2beliefsoneshareswithothersaremoreconnected;3 underivedbefiefswhichresultfromthe‘‘Isawitwitllmyowneyes”experiencearemor connectedthanderivedb liefsthatonelearns知mothers.