声明
Contents
Acknowledgments
Abstract
摘要
1.Introduction
1.1 Research background
1.2 Research significance
1.3 Layout of the thesis
2.Literature Review
2.1 Personality and teachers’ personality
2.1.1 The definition of personality
2.1.2 Teachers’ personality
2.2 Relevant studies of teachers’ personality
2.2.1 The personality traits of excellent teachers
2.2.2 The factors that influence teachers’ personality traits
2.2.3 The relation between teachers’ personality traits and teaching practiceand students’ development
2.2.4 Strategies to improve teachers’ personality
2.3 Summary of these studies
3.Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Instruments
3.3.1 Class observation
3.3.2 Questionnaire
3.3.3 Interview
3.3.4 Data analysis
4.Results and Discussion
4.1 The impacts of the three elements on students’ classroom learning
4.2 The impacts of English teachers’ moral on students’ classroom learning
4.2.1 Teachers’ moral quality
4.2.2 Teachers’ love and responsibility
4.2.3 Teachers’ dedication to work
4.3 The impacts of English teacher’s temperament on students’ classroom learning
4.3.1 Humorous and active teachers
4.3.2 Rigorous and stiff teachers
4.3.3 Mild and easy-going teachers
4.4 The impacts of English teachers’ qualification on students’ classroom learning
4.4.1 Expressive ability
4.4.2 Teaching design ability
4.4.3 English professional knowledge
5.Conclusion and Implications
5.1 Summary of this study
5.2 Implications
5.2.1 The features of vocational students’ English learning
5.2.2 The personality requirements of English teachers of vocational colleges
5.2.3 Strategies to improve vocational teachers’ personality
5.3 Limitations of the study
Bibliography
Appendix