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英语教师的基本语言知识结构要素及其预测能力研究 =

英语教师的基本语言知识结构要素及其预测能力研究 = : The predictive value of Chinese EFL teachers’ knowledge of basic language constructs

 Huang, Liyan
 583-593+641 pages. 中文
Ngôn ngữ基本语言知识结构方程模型.英语教师知识验证性因子分析
Tác giả CN Huang, Liyan
Nhan đề 英语教师的基本语言知识结构要素及其预测能力研究 = The predictive value of Chinese EFL teachers’ knowledge of basic language constructs /黄丽燕； 赵静； 陈心怡； HUANG Liyan;ZHAO Jing;CHEN Xinyi
Mô tả vật lý 583-593+641 pages.
Tóm tắt The present study examines the correlation between knowledge of basic language constructs and its components,and self-perceived teaching abilities among Chinese EFL teachers by aquestionnaire survey.The results of quantitative analyses,including reliability analysis,a series of confirmatory factor analyses(CFA),and structural equation modeling(SEM),indicate that English teachers have the highest self-perceived ability to teach vocabulary and they are able to display implicit skills related to certain basic language constructs.However,they are less able to demonstrate explicit knowledge.Four basic language constructs(i.e.phonemic awareness,morphological awareness,syllable counting,and phonics)are identified.Among them,morphological knowledge is positively correlated with teachersself-perceived teaching abilities,and it contributes unique variance even when the effects of education and years of teaching are ruled out.
Tóm tắt 本文调研了中国英语学习者的语调问题,重点研究其调群的切分、调核位置的确立和调型运用的情况。文章依据Wells(2006)的语调理论,采用定量和定性研究方法,分析了学习者在切分语块为调群、确立调核位置与调群起始重音位置和调型使用等方面存在的功能性错误,以及由此产生的语言运用能力低下、话语不流畅的原因,并针对所诊断出的问题,提出相应的教学补救措施。这些措施及适用的矫正练习,有助于学习者语调能力发展,防止干扰性错误的石化。
Tóm tắt 本研究以小学英语教师为受试,依据语言学知识及教师知识的相关理论,通过问卷调查,就英语教师的基本语言知识结构要素及其对教师自评教学能力的预测能力展开包括验证性因子分析和结构方程模型的参数估计与假设检验的定量研究。结果表明:教师对词汇教学能力自评最高;与具体语音规则和术语等显性知识相比,教师们具备更多的隐性知识,如划分单词音节;教师基本语言知识包含四个相互呈显著正相关的基本语言知识因子:词素知识与技能、音节计数技能(语音技能)、音素知识与技能,以及自然拼读法专业术语/规则知识。其中,词素知识与技能是唯一能够显著预测自评教学能力的预测变量,在控制最高学历和从教年限的影响后,它仍然是自评教学能力的独立预测变量。
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-TVĐHHN.
Từ khóa tự do 基本语言知识
Từ khóa tự do 结构方程模型.
Từ khóa tự do 英语教师知识
Từ khóa tự do 验证性因子分析
Tác giả(bs) CN Chen, Xinyi.
Tác giả(bs) CN Zhao, Jing
Nguồn trích Foreign language teaching and research- 2016, Vol 48, N.4
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a 英语教师的基本语言知识结构要素及其预测能力研究 = |b The predictive value of Chinese EFL teachers’ knowledge of basic language constructs / |c 黄丽燕； 赵静； 陈心怡； HUANG Liyan;ZHAO Jing;CHEN Xinyi
300[ ] |a 583-593+641 pages.
362[0 ] |a Vol 48 (July 2016)
520[ ] |a The present study examines the correlation between knowledge of basic language constructs and its components,and self-perceived teaching abilities among Chinese EFL teachers by aquestionnaire survey.The results of quantitative analyses,including reliability analysis,a series of confirmatory factor analyses(CFA),and structural equation modeling(SEM),indicate that English teachers have the highest self-perceived ability to teach vocabulary and they are able to display implicit skills related to certain basic language constructs.However,they are less able to demonstrate explicit knowledge.Four basic language constructs(i.e.phonemic awareness,morphological awareness,syllable counting,and phonics)are identified.Among them,morphological knowledge is positively correlated with teachersself-perceived teaching abilities,and it contributes unique variance even when the effects of education and years of teaching are ruled out.
520[ ] |a 本文调研了中国英语学习者的语调问题,重点研究其调群的切分、调核位置的确立和调型运用的情况。文章依据Wells(2006)的语调理论,采用定量和定性研究方法,分析了学习者在切分语块为调群、确立调核位置与调群起始重音位置和调型使用等方面存在的功能性错误,以及由此产生的语言运用能力低下、话语不流畅的原因,并针对所诊断出的问题,提出相应的教学补救措施。这些措施及适用的矫正练习,有助于学习者语调能力发展,防止干扰性错误的石化。
520[ ] |a 本研究以小学英语教师为受试,依据语言学知识及教师知识的相关理论,通过问卷调查,就英语教师的基本语言知识结构要素及其对教师自评教学能力的预测能力展开包括验证性因子分析和结构方程模型的参数估计与假设检验的定量研究。结果表明:教师对词汇教学能力自评最高;与具体语音规则和术语等显性知识相比,教师们具备更多的隐性知识,如划分单词音节;教师基本语言知识包含四个相互呈显著正相关的基本语言知识因子:词素知识与技能、音节计数技能(语音技能)、音素知识与技能,以及自然拼读法专业术语/规则知识。其中,词素知识与技能是唯一能够显著预测自评教学能力的预测变量,在控制最高学历和从教年限的影响后,它仍然是自评教学能力的独立预测变量。
650[1 7] |a Ngôn ngữ |x Giảng dạy |2 TVĐHHN.
653[0 ] |a 基本语言知识
653[0 ] |a 结构方程模型.
653[0 ] |a 英语教师知识
653[0 ] |a 验证性因子分析
700[0 ] |a Chen, Xinyi.
700[0 ] |a Zhao, Jing
773[0 ] |t Foreign language teaching and research |g 2016, Vol 48, N.4
890[ ] |a 0 |b 0 |c 0 |d 0