Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Definitions
2.1.1 Novice Teacher
2.1.2 Teaching Anxiety
2.2 Theoretical Foundations
2.2.1 State-Trait Anxiety Theory
2.2.2 Efficacy Expectation Theory
2.2.3 Uncertainty Theory
2.3 Related Researches Abroad and at Home
2.3.1 The Source of Teaching Anxiety
2.3.2 The Impact of Teaching Anxiety
2.3.3 The Intervention Strategy of Teaching Anxiety
2.4 Framework of the Study
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research Procedures
Chapter 4 Results and Discussion
4.1 General Situation of Teaching Anxiety
4.1.1 Data Analysis of Pre-teaching Anxiety
4.1.2 Data Analysis of While-teaching Anxiety
4.1.3 Data Analysis of Post-teaching Anxiety
4.2 Situation of Teaching Anxiety in Different Demographic Variables
4.2.1 Analysis of the Teaching Anxiety in Terms of Gender
4.2.2 Analysis of the Teaching Anxiety in Terms of Educational Background
4.2.3 Analysis of the Teaching Anxiety in Terms of Educational Level
4.3 Analysis of the Interview
4.4 Causes of Teaching Anxiety
4.4.1 Teachers’ Factors
4.4.2 Students’ Factors
4.4.3 Schools’ Factors
Chapter 5 Conclusion
5.1 Major Findings of the Study
5.2 Implications of the Study
5.2.1 Implications for High School Novice English Teachers
5.2.2 Implications for Administrators of High Schools
5.3 Limitations of the Study
5.4 Suggestions for Further Studies
参考文献
Appendices
Appendix 1 Questionnaire
Appendix 2 Interview Outline
致谢
声明
广西师范大学;
