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首页> 外文学位 >Relationships between non-native English speaking EFL pre-service teachers' English language learning strategies and beliefs toward teaching methodologies.
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Relationships between non-native English speaking EFL pre-service teachers' English language learning strategies and beliefs toward teaching methodologies.

机译：非母语英语EFL职前教师的英语学习策略与对教学方法的信念之间的关系。

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摘要

This study was to explore non-English speaking EFL pre-service teachers' English language learning strategies and beliefs toward EFL teaching methodologies. In addition, the relationship between these pre-service teachers' English language learning strategies and beliefs toward EFL teaching methodologies was also investigated.;Among approximately 750 pre-service teachers enrolled in the post-baccalaureate EFL teacher education programs in Taiwan, total 321 pre-service teachers participated in the research. They read and responded to a paper-and-pencil self-report Chinese questionnaire, which includes the individual background, Oxford's (1989) Strategy Inventory for Language Learning (SILL), and Beliefs toward EFL Teaching Methodologies (BETM). ANOVAs, t-tests, Pearson's correlations, and non-parametric tests were used to analyze the data.;Concerning English language learning strategies, the results indicated that these pre-service teachers used language learning strategies to learn English almost high frequently (M=3.36). Also, the results indicated pre-service teachers in the study preferred Communicative Language Teaching to the Audiolingual Method. However, these pre-service teachers would mix methodologies to help students reach communicative competence. As for the relationship between language learning strategies and teaching beliefs, the results showed that there were low correlations.;In sum, this study provided information for researchers and teacher educators to understand how non-English native speaking EFL pre-service teachers learned English, iv how they would use EFL teaching methodologies to teach their future students, and how these teachers' learning practices and teaching beliefs connected each other.
机译：这项研究旨在探讨非英语EFL职前教师的英语学习策略和对EFL教学方法的信念。此外，还研究了这些职前教师的英语学习策略与对EFL教学方法的信念之间的关系。;在台湾，大约有750名在职学前教师参加了大学预科课程之后的EFL教师教育计划，总共321学前服务教师参加了研究。他们阅读并回答了纸笔自我报告中文问卷，其中包括个人背景，牛津（1989）语言学习策略清单（SILL）和对英语教学方法的信念（BETM）。方差分析，t检验，Pearson相关性和非参数检验用于分析数据。关于英语学习策略，结果表明，这些职前教师使用语言学习策略来学习英语的频率几乎很高（M = 3.36）。此外，结果还表明，研究中的岗前教师更喜欢交际语言教学，而不是听觉语言教学法。但是，这些职前教师会混合使用各种方法来帮助学生提高沟通能力。关于语言学习策略与教学信念之间的关系，结果表明相关性较低。总而言之，本研究为研究人员和教师教育者提供了信息，帮助他们了解非英语为母语的EFL职前教师如何学习英语， iv他们将如何使用EFL教学方法来教导未来的学生，以及这些老师的学习方式和教学信念如何相互联系。

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  • 作者

    Chen, Chih-Sheng.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Bilingual and Multicultural.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 215 p.
  • 总页数 215
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;
  • 关键词

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