【作者】 徐泉；

【导师】 张维友；

【作者基本信息】 华中师范大学 ， 英语语言文学， 2011， 博士

【摘要】 近年来,随着外语教学研究和教师发展研究的深入,在外语界,外语教师的认知发展研究逐渐成为外语教师发展和学习、乃至整个外语教学研究领域的热点。在教师的认知发展中,信念的发展居于核心位置。本研究选取该热点领域中的高校英语教师信念影响因素为题。本研究的目标是建构高校英语教师教学认知与行为的概念理论框架,并在此基础上,检验高校英语教师信念影响因素对其信念的影响情况,探讨其对高校英语教师学习的启示。为了达成该目标,研究具体围绕三个问题展开：第一,从底层的基本认知加工因素起,从教师认知至教师通过教学实践行为获得结果反馈,可以建立起何种概念框架?第二,高校英语教师信念系统的构成状况如何?第三,高校英语教师信念的影响因素如何驱动以信念为核心的教师认知的发展?在归纳和整理现有国内外相关文献中发现的基础上,经过分析和推理,本文提出：以从底层的教师认知加工因素至教师通过教学实践行为获得结果反馈的全流程为线索,可以建立起如下图所示的关于教师认知系统与教学行为关系的概念理论框架：该框架由教师认知和教学行为两大部分构成。在教师认知部分,教师信念居于核心位置,它包括英语语言(外语)观、英语教学观、英语学习观、师生角色观和英语教学专业观五个维度。教师知识、教师能力、教师人格、环境认知和其它元素共同构成教师信念的影响因素,它们一起影响着教师信念的形成和发展变化,同时,教师对其所处环境的认知影响着他们的知识、能力和人格等因素的发展。在这些因素基础上形成的教师信念反过来又制约着它们的进一步发展。教师根据其信念,同时结合其对即时环境的认知做出教学决策。在教学行为部分,教师根据其决策发出教学行为,这些行为产生教学结果,教师通过学生反映和教学效果等结果获取结果反馈。教学结果反馈会促使教师进行反思,这种反思一方面直接触动和改造原有的信念,另一方面通过促进教师知识、能力、人格和环境认知等影响因素的发展而间接推动教师信念的发展,从而推动教师认知的持续发展。教师认知与教学行为循环互动,构成教师持续发展的模式。在上述概念框架的基础上,本研究重点调查高校英语教师信念系统的构成情况并探讨教师知识、能力、人格、环境认知等影响因素对教师信念的具体影响情况,即研究所需要解决的第二和第三两个问题。研究采用问卷调查和访谈两种方法收集数据,在对数据进行分析和讨论的基础上,回答这两个问题。高校英语教师的教学信念系统由五个维度构成。根据定量分析的结果,五个维度共包含十二个因子,其中英语语言观仅包含一个因子,英语教学观包含交际—功能观、语法—规则观和听说—技能观三个因子,英语学习观包含英语学习难易、重点、本质和策略四个因子,师生角色观包含师生角色、地位和责任三个因子,英语教学专业观仅包含一个因子。各维度构成特点如下：(一)语言观维度：受试教师对不同语言观的认同程度总体较高,其中认同程度最高的是工具观、社会现象观和交际功能观,最低的是天赋官能观；不同受试教师对同一种语言观的认同程度差别不大。(二)教学观维度：不同受试教师对不同教学观细化表述的认同程度呈现出较大差异,但是,对归属于同一个因子的表述认同程度差异较小；受试教师对教学观维度内三个因子的认同程度有差异,认同程度最高的是交际—功能教学观,最低的是听说—技能教学观。(三)学习观维度：受试教师对学习观各具体表述的认同程度差异较小,对学习观维度内四个因子的认同程度有差异,认同程度最高的是英语学习本质信念,最低的是英语学习重点信念。(四)师生角色观：不同受试教师对师生角色观维度各表述的认同差异较小,整体认同程度较高；受试对师生角色观维度内三个因子的认同程度存在差异,认同程度最高的是师生角色信念,最低的是师生地位信念。(五)英语教学专业观：不同受试教师对英语教学专业观维度各表述的认同差异很小,整体认同程度最高。高校英语教师信念影响因素中的教师知识、能力和环境认知三个维度共包含十七个因子,其中教师知识维度包含教学经验性知识、教育教学知识、大学教师示范性知识、中学教师示范性知识、语言内容知识、教学方法知识和教学策略技巧知识七个因子,教师能力维度包含英语语言自我效能感、教学常规自我效能感、教学策略自我效能感和学习兴趣激发自我效能感四个因子,环境认知维度包含课程影响、薪酬福利影响、人际关系影响、学生影响、教学要求影响和职业发展影响六个因子。教师人格按照“大五”人格量表的设计,包含神经质性、外向性、开放性、宜人性和严谨性五个方面的人格特征。各维度构成特点如下：(一)教师知识维度：不同受试教师对自身知识的认定差异很小；教师知识维度内的七个因子之间存在差异,教学经验性知识对教学的影响最大,教育教学知识对教学的影响最小。(二)教师能力维度：不同受试教师的自我效能感差异较小；四类效能感之间存在差异,自我效能感最高的是英语语言自我效能感,最低的是学习兴趣激发自我效能感。(三)环境认知维度：受试教师对各具体环境因素对于教学影响的认知程度总体较高；不同受试对于归属于同一个因子题项的认同程度差异较大；六类环境影响因子之间存在差异,其中对教学影响最大的是学生因子,最小的是课程因子。(四)教师人格维度：总体来看,受试教师在人格特征具体方面的差异较大；不同受试教师在五类人格特征内部的差异程度不同,其中,教师之间差别最大的是神经质性特征,最小的是宜人性特征；总体看,高校英语教师最突出的人格特征是严谨性,其后依次是宜人性、外向性和开放性,最不明显的是神经质性特征。对定量数据所进行的相关分析和回归分析的结果证实了本文所提出的概念理论框架中教师知识、能力、人格和环境认知对高校英语教师信念的影响关系。具体影响情况如下：(一)语言观及其影响因素：大学教师示范知识、教学策略技巧知识、教学常规自我效能感和学习兴趣激发自我效能感,这四类因素能够显著影响高校英语教师语言观的形成与发展,它们与教师的语言观均呈显著正相关。(二)教学观及其影响因素：与交际—功能教学观形成显著因果关系的影响因素有大学教师示范知识、教学经验性知识、教学常规自我效能感、学习兴趣激发自我效能感、职业发展条件环境因素、开放性和外向性人格特征,这七类因素中除了开放性人格特征以外,其它六类因素均与交际—功能教学观呈正相关。与语法—规则观形成显著因果关系的影响因素有大学教师示范知识、教学方法知识、教学经验性知识、英语语言自我效能感、学习兴趣激发自我效能感、学生影响因素和宜人性特征,这七类因素中,教学方法知识、学生影响因素和宜人性人格特征与教师的语法—规则教学观呈负相关,其它因素均与之呈正相关。与听说—技能观形成显著因果关系的影响因素有大学教师示范知识、教育教学知识、教学经验性知识、语言内容知识、课程影响因素、学生影响因素、宜人性和开放性特征,这八类因素中,大学教师示范性知识、学生影响因素、宜人性和开放性四类因素与教师的听说—技能观呈负相关,其它均呈正相关。(三)学习观及其影响因素：与英语学习重点信念形成显著因果关系的因素有教学经验性知识、中学教师示范知识、教学常规自我效能感、开放性、严谨性、外向性和宜人性人格特征,这七类因素中除中学教师示范知识与英语学习重点信念呈正相关以外,其余均呈负相关。与英语学习本质信念形成显著因果关系的因素有大学教师示范知识、教学常规自我效能感、学习兴趣激发自我效能感、职业发展因素、严谨性和外向性人格特征,这六类因素与英语学习本质信念均呈正相关。与英语学习难易信念形成显著因果关系的因素有英语语言自我效能感、学习兴趣激发自我效能感、薪酬福利影响和开放性人格特征,这四类因素中,开放性人格特征与英语学习难易信念呈负相关,其它因素均与之呈正相关。与英语学习策略信念形成显著因果关系的因素有英语语言自我效能感、学习兴趣激发自我效能感、课程影响因素、开放性和宜人性人格特征,这五类因素中,开放性和宜人性人格特征与英语学习策略信念呈负相关,其它均呈正相关。(四)师生角色观及其影响因素：与高校英语教师的师生责任信念形成■显著因果关系的因素有教学经验性知识、中学教师示范知识、教学要求影响因素、薪酬福利影响因素、开放性和严谨性人格特征,这六类知识中,中学教师示范知识、开放性和严谨性人格特征三类因素与师生责任信念呈负相关,其它均呈正相关。与师生地位信念形成显著因果关系的因素有学习兴趣激发自我效能感、薪酬福利影响因素、开放性和宜人性人格特征,这四类因素中开放性和宜人性人格特征与教师的师生地位信念呈负相关,其它呈正相关。与师生角色信念呈显著因果关系的因素有教学经验性知识、教学策略自我效能感、教学常规自我效能感、学习兴趣激发自我效能感和学生影响因素,这五类因素与教师的师生角色信念均呈正相关。(五)英语教学专业观及其影响因素：与高校英语教师的教学专业观形成直接因果关系的因素有大学教师示范知识、教学方法知识、教学经验性知识、学习兴趣激发自我效能感、开放性和宜人性特征,这六类因素与教师的英语教学专业观均呈正相关。在理论方面,本文建构了高校英语教师的认知系统与教学行为关系的理论框架,提出了高校英语教师信念系统的五个结构维度和四类信念影响因素,并证实了这些因素对教师信念的影响关系,这些均属于理论上的创新。这些创新将教师信念研究推向系统和深入。在实践方面,本文关于高校英语教师信念的构成特征、信念影响因素对高校英语教师的影响情况分析和讨论结果对于高校英语教师的自主学习和高校英语教师发展管理工作能提供如下启示：(一)在促进教师自身语言观发展方面：从教师语言观现状的特点来看,教师可以解放思想,以一种开放的态度对待不同的语言观,在此基础上,放开眼界,增加自己对不熟悉语言观的了解,并结合自己的教学经验判别和选择自己所相信的语言观,甚至是通过观察、实验和反思发展并持有自己独特的语言观。从影响教师语言观的因素来看,语言观的发展可以从拓展大学教师示范知识和教学策略技巧知识,提高教学常规自我效能感和学习兴趣激发自我效能感入手。(二)在促进教师自身的教学观发展方面：从教师教学观现状的特点来看,教师应该加强对外语教学方法基本知识的学习和思考,特别是对于自己缺少了解的教学方法的有意识学习。从影响教学观的因素来看,教学观发展的主要切入点有拓展大学教师示范知识和教学经验性知识,提高学习兴趣激发自我效能感,有意识地提高对学生和课程因素的敏感性,均衡发展开放性、外向性和宜人性三种人格特征。(三)在促进教师自身的教师学习观发展方面：从教师学习观现状的特点来看,教师们最应该加强四类学习信念中英语学习重点信念的发展。从影响学习观的因素来看,教师们可以主要从自身所拥有的中学教师示范知识和教学常规自我效能感两类因素入手发展自己的学习观。(四)在促进教师自身的师生角色观发展方面：从教师的师生角色观现状来看,教师可以积极全面地发展高校英语教师的多重角色,加强对课堂中恰当师生地位定位的试验、思考和确定。从影响师生角色观的因素来看,促进自身的师生角色观的发展可以主要从拓展教学经验性知识,提高学习兴趣激发自我效能感,和增强对薪酬福利影响因素的敏感性三个方面入手。(五)在促进教师自身的英语教学专业观发展方面：从教师的英语教学专业观现状来看,专业观发展的重点是英语教学专业态度信念。从影响英语教学专业观的因素来看,发展专业态度可以主要从拓展大学教师示范知识、教学方法知识和教学经验性知识,提高学习兴趣激发自我效能感,均衡发展教师人格中的开放性和宜人性特征三个方面入手。教师信念现状及其影响因素对于高校英语教师发展管理工作有如下启示：为了满足英语教师语言观发展的需要,教学科研管理部门可以适量组织教师之间的教学观摩和讨论互动活动；为了满足英语教师教学观发展的需要,师资培训和管理部门可以定期组织外语教学培训活动；为了满足英语教师学习观发展的需要,教学科研管理部门可以组织教学研讨活动；为了满足英语教师师生角色观发展的需要,学校及院系等各级单位可以起辅助和宏观指导作用；在促进教师英语教学专业观发展方面,教学管理相关部门可以发挥以引导和帮助为主的服务职能。更多还原

【Abstract】 With the development of research in the field of foreign language (FL) teaching and learning (FLTL) and teacher learning in the past decades, the educational cognitive development of foreign language teachers has been increasingly recognized as the key to their professional development, and the research of teachers’cognitive development has become one of the foci in the field of FLTL. Teachers’teaching belief system is located in the core position of the whole cognitive system, thus teachers’cognitive development is determined by the development of their belief system to a great extent. The present study is an exploration of college English teachers’belief system and its causing factors. The goal of the study is to construct the theoretical framework on college English teachers’ teaching cognition and behavior, and based on which to testify the operating mechanism of teachers’ beliefs causing factors on their beliefs. In order to achieve that research goal, the study is carried out to answer three relevant research questions:First, what kind of theoretical framework of FL teachers’ cognition and behavior can be constructed if it starts from the basic cognitive processing factors? Second, what does college FL teachers’belief system consist of? Third, how do the belief causing factors influence college FL teachers’teaching cognition and their beliefs in particular?Based on the discoveries of relevant researches home and abroad, by means of analysis and inferences, the present study established the following conceptual theoretical framework by starting from the fundamental cognitive processing factors end to teaching feedback reception end:The framework is composed of two parts:teacher cognition and teaching behavior. Teachers’ beliefs are the core in the part of teacher cognition. They are made up of five dimensions:English language (FL) views, English teaching views, English learning views, views of teachers/learners’ roles, English teaching professional views. The causing factors, which are distributed into the categories of teacher’s knowledge, teacher’s ability, teacher’s personality, cognitive environment and others, work collaboratively to form and modify teachers’beliefs in cognitive processing. The causing factors are the basic elements in teacher’s cognitive processing. Among the affecting factors, teachers’ cognition of the external environment influences the formation and development of the causing factors of other categories. Once being formed, teachers’beliefs filter and constraint the further development of their knowledge, ability, cognition of environment, and even personality. Based on their established beliefs and their cognition of the immediate environment, teachers make decisions on teaching, and teachers’decisions is the interface between their cognition and behavior. In the part of teaching behavior, teachers initiate teaching actions according to the ready-made decisions, and those actions call back teaching feedbacks. Some feedbacks can modify teachers’beliefs immediately, and others will, by means of reflections, indirectly modify their beliefs by developing their knowledge, ability, cognitive environment and personality. Teachers’cognition and teaching behavior form a cycling process, and enhance teachers’development continuously.Based on the conceptual theoretical framework established above, the present study is focused on the investigation of the status of college English teachers’belief system and how teachers’ knowledge, ability, personality and cognition of environment influence their beliefs, that is, the second and third research question. Those questions are answered by description, correlation analysis, regression analysis and discussion of the data collected by questionnaire and interview investigation.College English teachers’belief system is made up of five dimensions, and can be categorized into twelve factors according to quantitative analysis. Among them, there is only one factor in the dimension of English language view and English teaching professional view respectively. There are three factors, which are termed as communication-function view, grammar-rule view and oral/aural-skill view, in the dimension of English teaching view. There are four factors, which are termed as English learning difficulty, emphasis, nature and strategy, in the dimension of English learning view. There are three factors, which are termed as teacher/learner roles, position and responsibility, in the dimension of teachers/learners’roles view.According to the data analysis, characteristics of each of those five dimensions of English teachers’belief system can be summarized and presented as followed:(1) In the dimension of English language view:Individual teachers’recognition and admission of various language views are high in general. Among them, the highest ones are tool view, social■ phenomenon view and communicative functional view, the lowest one is gifted organic view. There is no great difference in recognition and admission of the same type of language view among different teachers. (2) In the dimension of English teaching view:There are great differences among individual teachers in their recognition and admission of detailed statements of various teaching views, but the difference is small among the statements belonging to the same factor. There is great difference between three factors in teachers’recognition and admission with the communication-rule view the highest and the oral/aural-skill view the lowest. (3) In the dimension of English learning view:There are small differences among individual teachers in their recognition and admission of detailed statements of various English learning views. There is great difference between four factors in teachers’recognition and admission with the learning nature the highest and the learning emphasis the lowest. (4) In the dimension of teachers/learners’roles:There are small differences among individual teachers in their recognition and admission of the detailed statements of various views, and the general degree is high. There is great difference between three factors in teachers’recognition and admission with the teachers/learners’roles the highest and the position the lowest. (5) In the dimension of English teaching professional view:Teachers’recognition and admission are high in general and the difference among teachers in detailed statements of professional view is small.Teachers’knowledge, ability and cognitive environment consist of seventeen factors in total. There are seven factors in teacher’s knowledge dimension, and they are termed as teaching experiential knowledge, educational knowledge, college English teachers’demonstrative knowledge, middle school English teachers’demonstrative knowledge, English language knowledge, teaching methodological knowledge and teaching strategic knowledge. There are four factors in teachers’ ability dimension, and they are termed as English language self-efficacy, teaching routine self-efficacy, teaching strategy self-efficacy and learning interest arousing self-efficacy. There are six factors in teachers’cognitive environment dimension, and they are termed as teaching subject, salary and welfare, inter-personal relationship, learners, teaching requirement and professional development. Besides teachers’knowledge, ability and cognitive environment, there is a fourth dimension, that is, teacher’s personality. In the present study, the teachers’personality is investigated by employing "the Big Five" questionnaire, which measures people’s personal traits from five aspects:neroticism, extraversion, openness, agreeableness and conscientiousness. The characteristics of the belief causing factors, which are based on the analysis of the data, can be summarized and presented as followed:(1) In the dimension of teachers’knowledge:There are small differences in teachers’recognition and admission of the detailed statements of various types of knowledge in general and within groups of factors. There are great differences among seven factors with the teaching experiential knowledge the highest and educational knowledge the lowest. (2) In the dimension of teachers’ability:There are very small differences in teachers’recognition and admission of different types of self-efficacy in terms of both detailed statements and factors. The differences between four factors are significant with English language self-efficacy the highest and learning interest arousing the lowest. (3) In the dimension of cognitive environment:Teachers have high recognition and admission of environmental factors’influence on their beliefs. Teachers vary greatly from each other in their recognition and admission of detailed statements belonging to the same factors. The differences between six factors are significant with students the highest and teaching subjects the lowest. (4) In the dimension of teachers’personality:In general, the traits of individual teachers vary greatly from each other both in general and in terms of five aspects. The aspect of neroticism bears the greatest difference, and agreeableness the smallest. There are great differences among five aspects of personality. In general, the most distinguished trait of college English teachers is conscientiousness, which is followed by agreeableness, extraversion and openness, and the most unconspicuous trait is neroticism.The correlation and regression analysis of the collected data justified the influence of teachers’ knowledge, ability, personality and cognitive environment on their beliefs as proposed in the theoretical framework. The operating mechanisms are explained as followed:(1) English language views and their causing factors:Four factors can significantly cause the formation and development of teachers’English language views, and they are college teachers’ demonstrative knowledge, teaching strategic knowledge, teaching routine self-efficacy and learning interest arousing self-efficacy. Those factors and teachers’English language views are positively correlated. (2) English teaching views and their influencing factors:Seven factors form cause-and-effect relationship with teachers’communication-function teaching views, and they are college teachers’demonstrative knowledge, teaching experiential knowledge, teaching routine self-efficacy, learning interest arousing self-efficacy, professional development conditions, openness and extraversion personality. Except for openness personality trait, the other six factors are positively correlated to teachers’communication-function teaching views. Seven factors form cause-and-effect relationship with teachers’grammar-rule teaching views, and they are college teachers’demonstrative knowledge, teaching methodological knowledge, teaching experiential knowledge, English language self-efficacy, learning interest arousing self-efficacy, student conditions and agreeableness personal trait. Among the seven factors, except for teaching methodological knowledge, student conditions and agreeableness, the other five factors are positively correlated to grammar-rule teaching views. Eight factors form cause-and-effect relationship with teachers’oral/aural-skill teaching views, and they are college teachers’demonstrative knowledge, educational knowledge, teaching experiential knowledge, English language knowledge, teaching subjects, student conditions, agreeableness and openness personality. Among the eight factors, except for college teachers’demonstrative knowledge, student condition, agreeableness and openness personality traits, the other four factors are positively correlated to teachers’oral/aural-skill teaching views. (3) English learning views and their influencing factors:Seven factors form cause-and-effect relationship with the view of learning emphasis, and they are teaching experiential knowledge, middle school English teachers’demonstrative knowledge, teaching routine self-efficacy, openness, conscientiousness, extraversion and agreeableness personality. Among the factors, except for middle school teachers’demonstrative knowledge, other factors are negatively correlated to the view of learning emphasis. Six factors form cause-and-effect relationship with the view of learning nature, and they are college English teachers’demonstrative knowledge, teaching routine self-efficacy, learning interest arousing self-efficacy, professional development conditions, conscientiousness and extraversion personality. All the six factors are positively correlated to teachers’view of learning nature. Four factors form cause-and-effect relationship with teachers’view of learning difficulty, and they are English language self-efficacy, learning interest arousing self-efficacy, salary and welfare conditions, and openness personality. Except for openness personality, other three factors are positively correlated to teachers’view of learning difficulty. Five factors form cause-and-effect relationship with teachers’view of learning strategy, and they are English language self-efficacy, learning interest arousing self-efficacy, teaching subject, openness and agreeableness. Except for openness and agreeableness, the other three factors are positively correlated to teachers’view of learning strategy. (4) Teacher/learner roles views and their influencing factors:Six factors form cause-and-effect relationship with teachers’view of teacher/learner responsibility, and they are teaching experiential knowledge, middle school teachers’ demonstrative knowledge, teaching requirements, salary and welfare conditions, openness and conscientiousness. Except for middle school teachers’demonstrative knowledge, openness and conscientiousness, the other three factors are positively correlated to teachers’view of teacher/learner responsibility. Four factors form cause-and-effect relationship with teachers’view of teacher/learner position, and they are learning interest arousing self-efficacy, salary and welfare conditions, openness and agreeableness. Except for openness and agreeableness, the other two factors are positively correlated to teachers’view of teacher/learner position. Five factors form cause-and-effect relationship with teachers’view of teacher/learner roles, and they are teaching experiential knowledge, teaching strategic self-efficacy, teaching routine self-efficacy, learning interest arousing self-efficacy and student conditions. All the five factors are positively correlated to teachers’view of teacher/learner roles. (5) Six factors form cause-and-effect relationship with teachers’English teaching professional view, and they are college English teacher’s demonstrative knowledge, teaching methodological knowledge, teaching experiential knowledge, learning interest arousing self-efficacy, openness and agreeableness. All the six factors are positively correlated to teachers’professional view.In theory, the study established the theoretical framework on the interrelationship obetween teachers’cognition and teaching behavior, proposed the constructing dimensions of college English teachers’belief system, and categorized the factors which can influence teachers’beliefs. In practice, light can be shed on college English teachers’learning and teacher development administration from the findings about college English teachers’belief system, its causing factors and operational mechanisms. For teachers, the enlightenment is summarized as followed:(1) In teachers’development of their language views:Teachers can treat various language views equally and learn to know more of the views that they were not familiar with. Based on similar acquaintance with different theoretical language views, teachers can make their own judge and choice by referring to and testified with their own English teaching and learning experience, they can also develop their own language view by continuous observation, experiment and reflection. Teachers can develop their language views by enlarging their college English teachers’demonstrative knowledge, teaching strategic knowledge, and improving their teaching routine self-efficacy and learning interest arousing self-efficacy. (2) In teachers’development of their teaching views:Teachers need to enhance their learning of foreign language teaching methodological knowledge and make reflections of them. The means of developing teaching views are to enlarge the college English teachers’demonstrative knowledge and teaching experiential knowledge, to increase the learning interest arousing self-efficacy, to raise their sensitivity to students and teaching subjects change, and to balance the openness, extraversion and agreeableness traits in their personality development. (3) In teachers’ development of learning views:Teachers need to develop the learning emphasis view the most. The increase of middle school English teachers’demonstrative knowledge and teaching routine self-efficacy can be used as the starting point of teachers’learning view development. (4) In teachers’ development of teacher/learner roles views:Teachers can actively recognize and develop multiple roles that they should play in teaching, and do more experiments, thinking and reflection on teacher/learner position in classroom teaching. The increase of teaching experiential knowledge, learning interest arousing self-efficacy and sensitivity to salary and welfare conditions can be the starting point of development in teachers’teacher/learner’s roles views. (5) In teachers’development of their professional views:Teachers need to take professional attitude as the priority in their professional development. The development can be made by enlarging college English teachers’ demonstrative knowledge, teaching methodological knowledge and teaching experiential knowledge, by increasing learning interest arousing self-efficacy, and by balancing personality development in openness and agreeableness.For college English teachers development administration and administrators, the enlightenment is summarized as followed:Teaching and research administrative departments can initiate and organize such activities as public teaching observations and discussion to assist teachers’development of language views. Teacher training and administrative departments can provide foreign language teaching training programs on a regular basis to assist teachers’development of teaching views. Teaching and research administrative departments can initiate and organize teaching research activities to assist teacher’s development of learning views. College and school can play their guiding and assisting role in a macro way to help teachers to develop their teacher/learner roles view properly. Teaching administrative department can play their guiding and assisting role to help teachers to develop their professional view.更多还原