L2 Teacher's Sense Of Teaching Efficacy

SLA research established itself as a field of inquiry around the end of 1960s and the early of 1970s. From that point, great achievement has been made in every aspect of the field study. SLA has drawn on and contributed to linguistics, psychology, socio-linguistics and so on, and is presenting a characteristics of trans-subject.It's believed that belief affects behavior. Language teachers with various teaching beliefs will have different ideas about language teaching and learning, thus show different teaching behaviors. The purpose of this study is to explore the relationship between language teacher's teaching efficacy and their interpersonal behavior and to examine the impact of these two variables on student achievement. The sample consists of 150 English teachers from 13 different schools. Two instruments were used: Teacher Efficacy Scale (TES) and Questionnaire on Teacher's Interaction (QTI). The data from the research are analyzed by correlation analysis. The results indicate that (1) There exists correlations between language teacher's sense of teaching efficacy and their interpersonal behavior; (2) L2 teacher's sense of teaching efficacy has apparently positive correlation with student achievement, but their interpersonal behavior are little related to student achievement. The data used by this study probably fails to examine the impact of L2 teacher's interpersonal behavior on student achievement.