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职前英语教师的语言学习和教学信念与其英语水平的关系

西北师范大学研究生学位论文作者信息第5-8页
Abstract第8-9页
摘要第10-11页
List of Tables第11-12页
Chapter One Introduction第12-17页
    1.1 Research Background of the Study第12-14页
    1.2. Significance of the Study第14-16页
    1.3 Objectives of the Study第16页
    1.4 Overall Structure of the Thesis第16-17页
Chapter Two Literature Review第17-27页
    2.1 Teacher Beliefs第17-19页
        2.1.1 The Definition of Teacher Beliefs第17-18页
        2.1.2 Characteristics of Teacher Beliefs第18-19页
    2.2 Pre-service EFL Teachers' Beliefs第19-24页
        2.2.1 Categories of Pre-service EFL Teachers' Beliefs第19-21页
        2.2.2 Empirical Studies on Pre-service EFL Teachers' Beliefs第21-24页
    2.3 Studies on EFL Teacher Beliefs第24-27页
        2.3.1 Studies on EFL Teacher Beliefs Abroad第24-25页
        2.3.2 Studies on EFL Teacher Beliefs in China第25-27页
Chapter Three Theoretical Framework第27-30页
    3.1 A Social Constructivist Theory第27-28页
    3.2 Humanistic Approach第28-30页
Chapter Four Research Methodology第30-33页
    4.1. Research Questions第30页
    4.2 Participants第30页
    4.3 Instruments第30-32页
        4.3.1 Beliefs about Language Learning Inventory第30-31页
        4.3.2 Beliefs about Language Teaching第31-32页
        4.3.3 Proficiency Test第32页
    4.4 Research Procedures第32-33页
Chapter Five Results and Discussion第33-52页
    5.1 Beliefs about Language Learning and Teaching第33-37页
    5.2 Beliefs of Significant Changes第37-46页
        5.2.1 Difficulty of Second Language Learning第37-39页
        5.2.2 Foreign Language Aptitude第39-40页
        5.2.3 The Nature of Language Learning第40-42页
        5.2.4 Learning and Communication Strategies第42-44页
        5.2.5 Beliefs about Language Teaching第44-46页
    5.3 Beliefs of No Significant Changes第46-48页
    5.4 The Relationship Between Pre-service Teachers’ Beliefs and Their EFL Proficiency第48-52页
Chapter Six Conclusions and Limitations第52-56页
    6.1 Conclusions第52-54页
    6.2 Limitations第54-56页
References第56-62页
Appendix A第62-64页
Appendix B第64-66页
Appendix C第66-75页
Acknowledgements第75页

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