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s in order to cope with constantchange of language, culture and language teaching methods. There are a variety ofprofessional development models available for EFL teachers in China to take charge oftheir own learning. However, they are also suffering from some subtle affective changeswhen participating in professional learning activities. According to the stage theory,individuals on different stages of development have different personal and professionalneeds which indicate that there are individual differences between learners. Teachersengaging in professional development vary in ways of acquiring and processinginformation, as well as in the manner of effective learning. Different teachers makedifferent responses to professional development that requires teachers to leam neweducation beliefs, behaviors and to change their old practice. For example, someteachers who are opposed to school reforms are reluctant to make changes and acceptnew practices while many teachers who concern professional development take theirown initiative in seeking learning opportunities both in and out of their classrooms.Some EFL teachers may feel poorly motivated, stressful and even painful while the restof them may be highly motivated and feel excited about learning opportunities. It is aneglected area studying affective states of EFL teachers in terms of teacher professionaldevelopment; however，it is crucial to the quality and efficiency of their professionalgrowth. Such studies enable EFL teachers to get rid of dilemmas toward professionalismand progress as professionals in the process of lifelong learning.

　　
　　1.2 Purpose of the study研究目的
　　Teacher professional learning is composed of both cognitive and affective aspects.The cognitive aspect refers to a complex process of active construction includingteaching convictions and beliefs, as well as pedagogical knowledge. When participatingin professional development activities, teachers not only leam in some way as studentsdo, but also construct their own knowledge and transform them into teaching practice.Affective aspects mean teachers' emotional reactions to their teaching and learning. Agrowing body of evidence has proved that learners' affective states have an influence ontheir ability to focus on learning. Thus, there is no doubt that teachers' professionallearning is also affected by their emotion. More specifically, teachers as learningindividuals must have different affective characteristics which are bound to makedifferent impacts on their professional learning. A veritable plethora of affectivevariables has been identified as factors that influence learning outcomes of languagelearners in the field of SLA, among which motivation and anxiety are probably the mostfrequently discussed factors that have positive or negative effects on learning. However,there axe few studies discussing the effects of affective variables on the professionaldevelopment of EFL teachers in senior middle schools. In addition, teacher professionaldevelopment, as an abstract concept，is difficult to measure. Nevertheless, teachers'knowledge, especially their pedagogical content knowledge (PCK)，serving as animportant cognitive factor，can be measured to indicate the level of teacher professionaldevelopment. The reason is that teacher knowledge is one of important goals andessential contents of teacher professional development. PCK is regarded as theknowledge base of teacher knowledge, because i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。