文摘
英文文摘
声明
Introduction
Chapter One Literature Review
1.1 Concept of Teachers' Psychological Suggestion
1.2 Teachers' Psychological Suggestion VS Lozanov's Suggestopedia
1.3 Theoretical Foundation for the Research
1.3.1 Human Suggestibility
1.3.2 Pygmalion Effect
1.3.3 Rogers' Therapy Theory
1.3.4 Humanistic Approaches
1.3.5 Affective Filter Hypothesis
1.4 Current Study Related to Teachers' Psychological Suggestion
1.4.1 Researches in Foreign Countries
1.4.2 Researches at Home
1.4.3 Comments on Current Researches
Summary
Chapter Two Investigation on Junior Less Advanced Students' English Learning
2.1 Description of the Investigation
2.1.1 Objectives
2.1.2 Subjects
2.1.3 Instruments
2.1.4 Procedure
2.2 Psychological Problems of JLAS in English Learning
2.2.1 Interest in English Learning
2.2.2 Anxiety in English Learning
2.2.3 Speaking English in Class
2.2.4 Confidence in English Learning
Summary
Chapter Three The Experiment on the Application of Teachers' Psychological Suggestion to Less Advanced Students
3.1 Purpose
3.2 Subjects
3.3 Instruments
3.3.1 Pre-Experiment Questionnaire
3.3.2 Post-Experiment Questionnaire
3.3.3 Interview
3.4 The Principles of Teachers' Psychological Suggestions Adopted in the Experiment
3.4.1 Reciprocity Principle
3.4.2 Equality Principle
3.4.3 Acceptability Principle
3.5 Teacher Role in the Experiment
3.6 Techniques Adopted in the Experiment
3.6.1 Pre-class Techniques
3.6.2 During-class Techniques
3.6.3 Post-class Techniques
3.7 Data Collection and Analysis
Summary
Chapter Four Results and Discussion
4.1 Questionnaire Investigation and Its Analysis
4.1.1 Analysis of the Results of Pre-Experiment Questionnaire
4.1.2 Analysis of the Results of Post-Experiment Questionnaire
4.1.3 Verdicts
4.2 An Interview and Its Analysis
4.3 Contrastive Analysis of Examination Results
4.3.1 Results Between Experimental Group and Control Group
4.3.2 Results Between Less Advanced Students of Experimental Group in Pre-Experiment and Those in Post-Experiment
4.3.3 Results Between the Less Advanced Students(LAS) and the Whole Class(WC)
4.3.4 Verdicts
Summary
Chapter Five Major Findings and Pedagogical Implications
5.1 Merits
5.1.1 Activating the Classroom Atmosphere
5.1.2 Increasing Interaction in English in Class
5.1.3 Deepening Teacher-student Understanding
5.2 Problems
5.3 Pedagogical Implications
5.3.1 Classroom as the Main Battlefield
5.3.2 Being Outside Class as a Service Station
5.3.3 Teachers as Conductors and Screwdrivers
5.4 Verdicts
Summary
Conclusion
Bibliography
Appendix
湖南师范大学研究生科研情况登记表
Acknowledgements
