高中英语教师课堂言语反馈对艺体生自我效能感的影响--以成都某艺体中学为例

目录

声明

摘要

Abstract

Contents

Chapter One Introduction

1．1 Background of the Research

1．2 Purpose of the Research

1．3 Significance of the Research

1．4 Strueture of the Thesis

Chapter Two Literature Review

2．1 Introduction to Art and Sports Students

2．1．1 Definition of Art and Sports Students

2．1．2 Psychological Characteristics of Art and Sports Students

2．1．3 Current Situation of Art and Sports Students

2．2 Introduction to Feedback and Teachers’ Verbal Feedback

2．2．1 Definitions of Feedback

2．2．2 Definitions of Teachers’ Verbal Feedback

2．2．3 Classifications of Teachers’ Verbal Feedback

2．3 Introduction to Self-efficacy

2．3．1 Definition of Self-efficacy

2．3．2 The Source of Self-efficacy

2．3．3 Definition of Learning Self-efficacy

2．4 Previous Studies at Home and Abroad

2．4．1 Previous Studies on Teachers’ Verbal Feedback Abroad

2．4．2 Previous Studies on Teachers’ Verbal Feedback at Home

2．4．3 Previous Studies on Self-efficacy Abroad

2．4．4 Previous Studies on Self-efficacy at Home

2．4．5 Previous Studies on the Relationship between Teachers’ Verbal Feedback and Self-efficacy

2．5 Theoretical Foundations for This Research

2．5．1 Krashen’s Input Hypothesis

2．5．2 Affeetive Filter Hypothesis of Krashen

2．5．3 Long’s Interaction Hypothesis

Chapter Three Methodology

3．1 Research Questions

3．2 Research Participants

3．3 Research Instruments

3．3．1 Classroom Observation

3．3．2 Questionnaires

3．3．3 Interview

3．4 Research Procedures

3．5 Data Collection and Analysis

Chapter Four Findings and Discussion

4．1 The Major Types of Teachers’ Verbal Feedback in English Classroom

4．2 General Degree of Art and Sports Students’ Self-efficacy

4．2．1 The General Situation of Art and Sports Students’ Self-efficacy

4．2．2 Correlation between Students’ Self-efficacy and Academic Scores

4．3 The Effects of Teachers’ Different Types of Verbal Feedback on Students’ Self-efficacy

4．3．1 The Effects of Teachers’ Content Feedback on Students’ Self-efficacy

4．3．2 The Effects of Teachers’ Form Feedback on Students’ Self-efficacy

4．3．3 The Effects of Teachers’ Theme Feedback on Students’ Self-efficacy

Chapter Five Conclusion

5．1 Major Findings of the Study

5．2 Pedagogical Implications

5．3 Limitations of the Research

5．4 Suggestions for Further Research

Bibliography

Appendices

Acknowledgments