英语教师的基本语言知识结构要素及其预测能力研究

The predictive value of Chinese EFL teachers' knowledge of basic language constructs

本研究以小学英语教师为受试,依据语言学知识及教师知识的相关理论,通过问卷调查,就英语教师的基本语言知识结构要素及其对教师自评教学能力的预测能力展开包括验证性因子分析和结构方程模型的参数估计与假设检验的定量研究。结果表明:教师对词汇教学能力自评最高;与具体语音规则和术语等显性知识相比,教师们具备更多的隐性知识,如划分单词音节;教师基本语言知识包含四个相互呈显著正相关的基本语言知识因子:词素知识与技能、音节计数技能(语音技能)、音素知识与技能,以及自然拼读法专业术语/规则知识。其中,词素知识与技能是唯一能够显著预测自评教学能力的预测变量,在控制最高学历和从教年限的影响后,它仍然是自评教学能力的独立预测变量。

The present study examines the correlation between knowledge of basic language constructs and its components,and self-perceived teaching abilities among Chinese EFL teachers by aquestionnaire survey.The results of quantitative analyses,including reliability analysis,a series of confirmatory factor analyses(CFA),and structural equation modeling(SEM),indicate that English teachers have the highest self-perceived ability to teach vocabulary and they are able to display implicit skills related to certain basic language constructs.However,they are less able to demonstrate explicit knowledge.Four basic language constructs(i.e.phonemic awareness,morphological awareness,syllable counting,and phonics)are identified.Among them,morphological knowledge is positively correlated with teachersself-perceived teaching abilities,and it contributes unique variance even when the effects of education and years of teaching are ruled out.