教师的信念是英语教育学的一个基本概念,近年来逐渐受到越来越多的英语教学和研究者的重视。大家的共识是,建构清楚明晰、有根有据的教学理论必须以教师的信念的研究为基础。目前,我国英语教育界缺乏关于教师的信念对课堂教学行为产生的影响的实证研究,严重制约了符合我国实际的教学理论的发展。本研究采用国际上通用的、权威的质化研究方法,深入探讨了一位非本族语大学英语教师的有意识和无意识的信念,分析了他的信念改变的原因,剖析了他的信念及信念改变对其课堂上目的语使用情况的影响。 The teacher’s belief is a basic concept of English pedagogy. In recent years, more and more English teachers and researchers pay more attention to it. The consensus of everyone is that the construction of clear and well-founded teaching theories must be based on the research of teachers’ beliefs. At present, the lack of empirical research on the influence of teachers’ beliefs on classroom teaching behaviors in English education circles in China severely restricts the development of teaching theories that are in line with our country’s reality. This study adopts a universal and authoritative qualitative research method in the world to deeply discuss the conscious and unconscious beliefs of a non-native English language teacher, analyzes the reasons for his belief change, and analyzes his beliefs and beliefs. Change the impact on the use of the target language in the classroom.