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1. Introduction

1.1 Research Background
Teacher expectancy is now under heated discussion in the field of pedagogy andpsychology research. Since teacher expectancy effects had been put forward, scholars beganto explore the working process of teacher expectancy effects from perspective of a teacher, forinstance，researchers tried to figure out what factors could bring about teacher expectancyeffects, how teacher transformed their expectancy to students. Later on, affected byconstructivism, representing a more leamer-centered trend, researchers drew their attention tolearner's level. The study of affective factors of learners including achievement motivation,self-efficacy and so on became the mainstream. In the situation where teacher expectancyeffects were taking place, to explain to which extent students' perception of their teacher orthe teaching environment played a part in deciding student's academic achievement, themodulating variant self-efficacy began to be considered. Thus, to discuss the relationshipbetween perceived teacher expectancy and English achievement might provide us someindications about as teachers, how to aid students to achieve higher English performance.Defined by Good (1987)，teacher expectancy was referred to as teacher's judgments ofstudent's future behavior and academic achievement according to his or her knowledgeformed about the student. It was Robert Rosenthal and Lenore Jacobson, in their study of1968，who first hypothesized that if teachers were led to expect students to perform certainenhanced outcomes, students would finally realize teacher's expectations and finally achievethe expected performance outcomes. Encouraged by Rosenthal and Jacobson’ conclusion，researchers conducted more and more repeated studies, although some of these researches'conclusion were not as significant as Rosenthars.
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1.2 Significance of this study
Former studies showed that perceived teacher expectancy could predict studeht'sacademic achievements. Recently a few studies have released that there is little relevancybetween perceived teacher behaviors and student's academic achievement. This thesis tried tofigure out relationship of teacher expectancy and academic achievement.Moreover, among the discussion of relationship between teacher expectancy effects andacademic achievement, influences of comprehensive performance or science achievement, e.g.mathematics, chemistry, physics achievement, were rich while few explode relationshipsamong teacher expectancy effects and academic achievement of English. Different disciplineshad their own features. To speak of English, what was the relationship among the student'sself efficacy，teacher expectancy, and English achievement in learning English? Wasself-efficacy a significant predicator of teacher expectancy? Was teacher expectancy asignificant predicator of student's achievement in English? What were the potentialrelationships among self-efFicacy, perceived self-efficacy and achievement in English learning?All these questions needed further exploration in the contexts of learning English.Last but not least, researches relevant to exploring relationship between perceivedteacher expectancy and academic achievement mainly concentrated on junior middle schoolstudents or primary students. There was a lack of study taking students of higher education assubjects. Vo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。