The Influence of Novice EFL/ESL Teacher’s Bilingual Identity on Self-Efficacy  

作　　者：Miri Yochanna 

机构地区：[1]Kibbutzim College of Education,Tel Aviv,Israel

出　　处：《US-China Foreign Language》2019年第11期483-497,共15页美中外语（英文版）

摘　　要：Novice English as a foreign language(EFL)or second language(ESL)teachers’self-perception is highly affected by their belief of their language ability.This belief directly affects their self-efficacy as teachers,which in turn,has a negative effect on their teaching ability.This study explored the use of self-translation as a process that enables novice teachers to get a new sense of their language ability through bilingual experiences.Identifying oneself as bilingual has a positive influence on the teacher’s self-perception,leading to a positive impact on their self-efficacy and confidence.Three groups of 30,third and fourth year EFL majors,experienced self-translation via narratives of personal experience during a one semester course and analyzed their language ability through these narratives.A mixed method approach was used for data collection.Quantitative data show a correlation between the participants’beliefs of bilingual teachers’abilities and their perception of their own teaching ability.Furthermore,a significant positive change was noticed in self-perception,bilingual identity,and self-efficacy.Qualitative data support this and indicate a higher comfort level as well as more confidence with language abilities after the self-translation experience,leading to a more positive self-perception of teaching ability and thus increasing self-efficacy.

关 键 词：BILINGUAL IDENTITY ESL teacher education NOVICE ESL TEACHERS SELF-TRANSLATION bilinguals 

分 类 号：H31[语言文字—英语]