發(fā)布時(shí)間：2021-03-04 05:16

　　“教師語(yǔ)言意識(shí)”已經(jīng)成為國(guó)際應(yīng)用語(yǔ)言學(xué)研究的熱點(diǎn)話題。Thornbury提出了教師語(yǔ)言意識(shí)的概念,他認(rèn)為教師語(yǔ)言意識(shí)是教師內(nèi)在的語(yǔ)言系統(tǒng)知識(shí),有助于教學(xué)實(shí)踐。Andrews也認(rèn)為教師語(yǔ)言意識(shí)與教學(xué)實(shí)踐有著密切的關(guān)系。但有關(guān)“教師語(yǔ)言意識(shí)”對(duì)教學(xué)實(shí)踐的影響的議題尚未引起國(guó)內(nèi)學(xué)者的重視。已有的研究主要集中在高校英語(yǔ)教師語(yǔ)言意識(shí)的研究上,對(duì)高中英語(yǔ)教師的研究不足。鑒于此,本研究基于Andrews的“教師語(yǔ)言意識(shí)”理論,探究高中教師語(yǔ)言意識(shí)對(duì)教學(xué)實(shí)踐的影響。本文的研究問(wèn)題是:（1）當(dāng)前高中英語(yǔ)教師的語(yǔ)言意識(shí)水平如何?（2）高中英語(yǔ)教師語(yǔ)言意識(shí)對(duì)具體教學(xué)過(guò)程的影響如何?（3）高中英語(yǔ)教師語(yǔ)言意識(shí)對(duì)教學(xué)效果的影響如何?本研究使用三種研究工具,分別是調(diào)查問(wèn)卷,訪談,和Andrews的語(yǔ)言意識(shí)測(cè)試題。首先對(duì)高一10名英語(yǔ)教師進(jìn)行語(yǔ)言意識(shí)測(cè)試從而了解當(dāng)前英語(yǔ)教師的語(yǔ)言意識(shí)水平。再?gòu)闹羞x擇語(yǔ)言意識(shí)水平相差較大的3名教師,通過(guò)訪談和問(wèn)卷調(diào)查的方式對(duì)這3名教師及其所教授的班級(jí)進(jìn)行進(jìn)一步探究,從而分析教師語(yǔ)言意識(shí)對(duì)具體教學(xué)過(guò)程和教學(xué)效果的影響。調(diào)查結(jié)果表明:（1）當(dāng)前高中英語(yǔ)教師語(yǔ)言意識(shí)水平不夠理想。（2）語(yǔ)言... 

【文章來(lái)源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：63 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 The Structure of the Thesis
Ⅱ Literature Review
    2.1 Theories on Language Awareness:
        2.1.1 The Definition of Language Awareness
        2.1.2 The Contents of Language Awareness
    2.2 Theories on Teacher Language Awareness
        2.2.1 The Definition of Teacher Language Awareness
        2.2.2 Andrews’Teacher Language Awareness
    2.3 Related Research of Teacher Language Awareness
        2.3.1 Related Research on TLA Abroad
        2.3.2 Related Research on TLA at Home
Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Language Awareness Test
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4.Research Procedure
    3.5 Data Collection and Analysis
Ⅳ Results and Discussions
    4.1 The Level of ETLA in Senior High School
    4.2 The Influence of TLA on Specific Teaching Process
        4.2.1 The Influences of TLA on the Stage of Lesson Preparation
        4.2.2 The Influences of TLA on the Stage of Teaching
        4.2.3 The Influences of TLA on the Stage of After-School Reflection
    4.3 The Influence of TLA on Teaching Effect
        4.3.1 Student Feedback
        4.3.2 Score Feedback
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Acknowledgements



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