【正文】 關(guān)鍵詞： 微格教學(xué) ；英語(yǔ)師范生；基本教學(xué)語(yǔ)言技能；問(wèn)卷調(diào)查 6 A Survey Study of the Impact of Microteaching Training on Preservice English Teachers’ BLIC Cultivation Outline 1. Introduction 2. Literature review Microteaching Definition of microteaching Feedback as an important factor of microteaching Definition and classification of basic language of instruction petence (BLIC) Relationship between microteaching and BLIC 3. The impact of microteaching training on preservice English teachers’ BLIC cultivation Research questions Research design Subjects Research methods Findings and discussion Improvements of BLIC Attitude towards the BLIC deficiencies Attitude towards the impact of microteaching training on BLIC cultivation Feedback on trainees’ two different performances from supervisors and peers 4. Suggestions on microteaching training Paying more attention to BLIC Giving more feedback Reinforcing the supervision of improving the BLIC 5. Conclusion 7 微格教學(xué)訓(xùn)練對(duì)英語(yǔ)師范生基本教學(xué)語(yǔ)言 技能培養(yǎng)影響的調(diào)查研究 提綱 1. 導(dǎo)言 2. 文獻(xiàn)綜述 微格教學(xué)的定義及反饋 微格教學(xué)的定義 微格教學(xué)的重要組成部分 ——反饋 基本教學(xué)語(yǔ)言技能的定義和分類(lèi) 微格教學(xué)與基本教學(xué)語(yǔ)言技能的關(guān)系 3. 微格教學(xué)訓(xùn)練對(duì)英語(yǔ)師范生基本教學(xué)語(yǔ)言技能培養(yǎng)的影響 研究問(wèn)題 研究設(shè)計(jì) 研究對(duì)象 研究方法 發(fā)現(xiàn)與討論 基本教學(xué)語(yǔ)言技能的提高 對(duì)基本教學(xué)語(yǔ)言技能缺陷的態(tài)度 對(duì)微格教學(xué)訓(xùn)練對(duì)英語(yǔ)師范生基本教學(xué)語(yǔ)言技能培養(yǎng)的影響的態(tài)度 指導(dǎo)老師及同伴對(duì)受訓(xùn)者兩次不同表現(xiàn)的反饋 4. 對(duì)微格教學(xué)訓(xùn)練的建議 更多關(guān)注基本教學(xué)語(yǔ)言技能 給予更多的評(píng)價(jià)反饋 加強(qiáng)對(duì)改進(jìn)基本教學(xué)語(yǔ)言技能的監(jiān)督 5. 結(jié)論 8 A Survey Study of the Impact of Microteaching Training on Preservice English Teachers’ BLIC Cultivation FLC 2021（ 07）（ English） Guo Huashen Tutor: Hu Meixin 1. Introduction Microteaching was created by Dwight Allen and his colleagues at University of Stanford in 1963 and was an approach of training preservice teachers’ and inservice teachers’ teaching skills (胡淑珍 3). It is based on modern educational theories, advanced media information technology and theory of feedback and teaching assessment (汪振海 and 張東慧 , qtd. in 陳紅 84 ). For microteaching exercises, trainees chose as their special focus, in descending order of frequency, alone or in bination: matching body language, giving encouragement, observance of appropriate distance/closeness, matching verbal sensory preferences, eye contact, and pacing and leading (Elvira et al. 906). It mainly employs video facilities to live video trainees’ teaching behavior and then analyzes and assesses it to make the trainees master certain teaching skills in a short period. Microteaching had been gradually adopted by some countries as an approach to train teaching skills and techniques toward the end of 1970s, and some Chinese scholars began to introduce this training approach into China (汪振海 and 張東慧 , qtd. in陳紅 84) . Teaching petence is one of the most important qualities for qualified preservice teachers. One crucial aspect of teachers’ teaching petence is the basic language of instruction petence (BLIC), for teachers need to convey their ideas and thoughts to their students through language, especially English teachers. English teachers’ BLIC plays an important role in classroom teaching, because English is a foreign language and teachers’ BLIC has directly influence on students’ English level of petence. As a result, preservice English teachers should cultivate their basic language of instruction petence well before they graduate and serve as teachers. That is to say, preservice English teachers’ BLIC should be paid more attention to. However, a number of problems exist in preservice English teachers’ BLIC and its cultivation. According to Powell, preservice teachers generally understand the process of teaching but are not aware of classroom dynamics or what students should do (qtd. in Wilkinson 211). 9 Besides, as is known to all, microteaching is being widely used nowadays to facilitate the preservice English teachers’ teaching skills. As Allen stated, “microteaching scales down the teaching experience by reducing the numbers of students, the length of the lesson and the plex process of teaching into manageable parts (qtd. in Wilkinson 212) .” However, whether microteaching training is carried out effectively and preservice teachers benefit from the training or not are the questions for us to explore. With this purpose in mind, the author interviewed the supervisors of microteaching training and some preservice English teachers of Zhejiang Normal University who had experienced two microteaching practices. The supervisors pointed out that the deficiencies of these preservice English teachers’ BLIC were distinct, while the improvement of these preservice English teachers’ BLIC through microteaching practices was limited. Some students also admit that they lack the BLIC and the functions of microteaching practices on cultivating their BLIC are not obvious. Based on the interview, the author conducts this study as an attempt to explore the impact of microteaching training on preservice English teachers’ BLIC. The study is based on some preservice English teachers who were enrolled into Zhejiang Normal University in the year of 2021. These preservice English teachers experienced two microteaching practices and have an impressive impression of microteaching, so they can offer valuable information to this study. Besides, a good many of scholars and researchers have conducted studies on microteaching, which enables the author to make a reference to their study results. Moreover, little research has been done on the impact of microteaching training on preservice English teachers’ BLIC. The author hopes that this study can find out the impact of microteaching training on preservice English teachers’ BLIC and the problems existing in microteaching practices, and then make some suggestions on microteaching training. 2. Literature review Microtea