CAJ | 학술논문

该研究以粤西地区12所中学共121位初中英语教师为研究对象，旨在调查他们对于初中英语课程改革的认识和态度，以及其在性别、授课年级、学历层次、学校类别和教龄等方面是否存在显著性差异，从而进一步了解本地区初中英语课程改革现状。研究工具采用自行设计的《初中英语课程教学现状问卷调查表》。数据分析结果显示：粤西地区初中英语教师对初中英语课程改革总体上已持有一种较为肯定的认识和态度，其接受程度已开始达到较高水平；高年级英语任课教师对课改的接受程度大于低年级英语任课教师的接受程度；城（市）区英语教师对课改的接受程度高于乡镇英语任课教师的接受程度；不同性别、不同学历层次和不同教龄教师之间对于课改的接受程度不存在显著性差异。通过因子分析，受调查教师对于课程改革的五个认知范围总体上都属于中等及以上水平，但亦有一定比例、不同区域的英语教师对当前的课程改革持不认可的态度，持有一种难以真正推行课程改革、无法全面实现课程改革的消极态度。
해연구이월서지구12소중학공121위초중영어교사위연구대상，지재조사타문대우초중영어과정개혁적인식화태도，이급기재성별、수과년급、학력층차、학교유별화교령등방면시부존재현저성차이，종이진일보료해본지구초중영어과정개혁현상。연구공구채용자행설계적《초중영어과정교학현상문권조사표》。수거분석결과현시：월서지구초중영어교사대초중영어과정개혁총체상이지유일충교위긍정적인식화태도，기접수정도이개시체도교고수평；고년급영어임과교사대과개적접수정도대우저년급영어임과교사적접수정도；성（시）구영어교사대과개적접수정도고우향진영어임과교사적접수정도；불동성별、불동학력층차화불동교령교사지간대우과개적접수정도불존재현저성차이。통과인자분석，수조사교사대우과정개혁적오개인지범위총체상도속우중등급이상수평，단역유일정비례、불동구역적영어교사대당전적과정개혁지불인가적태도，지유일충난이진정추행과정개혁、무법전면실현과정개혁적소겁태도。
This study investigated the attitudes of 121 English teachers from twelve junior middle schools towards The New English Curriculum for Chinese Primary Schools and Junior Middle School, as well as the relationship between such attitudes and gender, grades, education levels, types of school, and years of teaching. The general English classroom anxiety (ECA) and its arousals of many senior high school students in Western Guangdong, as well as the relationship between ECA and gender, academic level, eth?nicity, rural and urban residence, and school type were also investigated. The instruments include a closed-ended questionnaire (FLCAS) by Horwitz et al. with an open-ended question attached by the researcher, and semi-structured interviews. Results through quantitative and qualitative analyses show that the level of the participants’general ECA was moderate with its mean scores a bit higher than that of the students in other domestic areas;there was significant differences between ECA and most of the five independent variables. The FLCAS were also claimed closely associative with some individual anxiety arousals that can be classified through Factor Analysis, the necessity and feasibility of which were proved by the results from the questionnaire and in?terviews supported each other. Discussion was made on the results along with indications and suggestions for alleviating and elimi?nating the ECA of learners in such areas in order to improve the efficiency of foreign language teaching and learning.