本站原创AFOLLOW-UPSTUDYONTRANERREDTEACHERS&rsquo,ENGLISHPRONUNCIATION
&mdash,ACaseinGuangdong
ADISSERTATIONSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTORTHEDEGREEOFBACHELOROFARTS
By
JACKIELAM
Supervisedby
Prof.NobleHofmann
SOUTHCHINANORMALUNIVERSITY,GUANGZHOU,P.R.CHINA
JUNE,2006
ACKNOWLEDGEMENTS
Thepletionofthisstudycouldneverhebeenpossiblewithouttheassistanceofmanypeoplerelated.
Firstandforemost,Iwouldliketoshowmyheartfeltgratitudetomysupervisor,ProfessorXXX.Knowledgeableandresponsible,Prof.Xprovidedmewithvaluableguidanceandsupportineverystageofwritingthisthesis.Hemadewell-informedandenlighteningmentsontheanizationofthechapters,tookpainstogothroughingreatdetaileverydraftofthethesis.
ThanksareduetoAssociateProfessorXX,MissYYandMissPP,whohelpedmealotincollectingdata.
IwouldliketoexpresygreatgratitudetomyclasateFFF,andmydearAustralianteacherKK,whohebeenofgreathelpinanalyzingthedata.Theyhebeenverypatientandresponsiblethroughoutthewholework.
Lastbutnotleast,Iwanttoacknowledgemydebttothesixtranerredteachers,whospenttimeinprovidingtheoralmaterialswhenhingtheirhandull.
ABSTRACT
Qualityofteachershasalwaysbeenpaidgreatattentionto,especiallythatofprimaryschoolteachers,whoplaythemostinfluentialroleinstudents&rsquo,elementarylearning.In2001,asthenewNationalEnglishCurriculumrequiresthatEnglishshouldbetaughtfromGrade3inprimaryschools,anewtypeofprimaryschoolEnglishteachersnamedtranerredteachers&rdquo,cameintobeing.Tranerredteachersarethosenon-English-majorprimaryschoolteacherswhoshifttoteachEnglishaftergraduationfromatrainingprogramcalledIn-serviceTrainingforTranerredTeachers&rdquoByfar,theseteachershebeenteachingEnglishforoverfouryears,buttherehebeenfewfollow-upresearchesontheirpronunciationuptillnow.Thepresentstudyinvestigatesonthepronunciationoftranerredteachersconcerningconsonantsandvowels.Thegoalistofindoutwhethertheseteachers,whohereceivedonly3-weekpulsoryresidentialtrainingandayearlongoptionalschool-basedtraining,aremakingprogressandpetentforelementaryEnglishteaching.
Astimewaslimited,sixtranerredteacherswerechosenasoursubjects.ThestudywascarriedoutonthebasisoftheanalysisoftheerrorsontherecordedmaterialoftheEnglishutteranceborneoutbythesetranerredteachers.
KeyWords：thefirst,thesecond,thethird
中文摘 要
教师素质一直都备受关注,特别是小学教师的素质更是如此,因为小学教师在学生初级阶段的学习起着举足轻重的作用.于2001年,应新英语课程标准的要求,英语要从小学三年级教起,因此,一种被称为转岗教师&rdquo,的小学英语教师产生了.转岗教师&rdquo,是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师.至今为止,这些老师已经从事小学英语教育有四年多了,但很少关于这些转岗老师语音的后续调查.本研究基于转岗教师的语音情况,求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学.
由于时间有限,在1102名转岗教师中,6名被选为本研究的受试.本研究是通过给六位老师的英语口头表达录音,并对录音进行其错误分析.
关 键 词：关 键 词1,关 键 词2,关 键 词3
TableofContents
ACKNOWLEDGEMENTS
ABSTRACT
中文摘 要
TableofContents
ChapterOneIntroduction
1.1Background
1.2SignificanceoftheEmpiricalStudy
1.urposeofthePresentStudy
1.4StructureofthePresentStudy
ChapterTwoLiteratureReview
2.1DefinitionofTeachers&rsquo,Beliefs
2.2Teachers&rsquo,BeliefsandTeachingBehior
2.3TheExpectedTeachers&rsquo,BeliefsoftheNewCurriculum
ChapterThreeMethod
3.1TheParticipants
3.2Procedures
ChapterFourResultsandDiscussion
4.1StatusQuooftheTeachers&rsquo,Beliefs
4.2TheRelationshipbetweenTeachers&rsquo,BeliefsandTheirTeachingBehior
4.3Teachers&rsquo,MostConcerninCoursePlanning
ChapterFiveConclusionandResearchImplications
5.1TheImportanceofTeacherTraining
5.2ModificationoftheAssesentSystem
5.3OfferingAdequateTeachingFacilities
ChapterSixLimitations
References
AppendixI
AppendixII
ChapterOneIntroduction
1.1Background
Therecentsocietaltrendsoutlineneweducationalaimsdesignedtocreatethehighlyskilledteachersnecessaryforthe21stcentury.Insuchanewphaseofeducation,fruitfulteachingouteisbasedlargelyonnewteachingskills,whichefromfrequentteachingreflectionandbeliefrenewal.
Asamatteroffact,teachers&rsquo,beliefstendtoaffecteverythingtheydointheclassroom,nomatterimplicitorexplicit.Furthermore,teachers&rsquo,articulatedbeliefsisonething,andhowtheyapplytheminactualteachingisanotherthing.
1.2SignificanceoftheEmpiricalStudy
Aseducationpromotionisinevitableinthenewphaseofeducation,thebestwaytopromoteteachingouteistogetfeedbackfromteachersandlearnersandrefineteachers&rsquo,beliefsandteachingbehior.Judd(1981)andWade(2002)putforwardapplicablemethodologyforeducationimprovementbasedonsubstantialsurveys.Pateetal(1997)considerestablishinganintegrated,coherentcurriculumastheirultimateaimofresearches.
Manyotherexpertshealsoendowedgreatsignificancetothesesortsofresearch(Floden&,Klinzing1990,Pajares1992).AndBreenetal(2001)suggeststhattheseresearchescouldbeseenasameanstoexploringlanguageteaching.Infact,theseempiricalstudiescanhelptorefineteacherbeliefsandteachingbehioraswell.Mann(2005)addressesthatteachersdevelopbycollectingdataandreflecting.
1.urposeofthePresentStudy
Teachers&rsquo,beliefsandteachingbehiorhebeenstudiedwidelyinthelastdecade(Pajares1992,Smith1997,Breenetal2001,Nunan2001,Wade2002,Burns2005).However,onlyafewqualitativestudiesaboutteachers&rsquo,beliefshebeencarriedoutthroughoutChina,letaloneinGuangdongProvince.Therefore,thereisagapinthisbodyofqualitativeresearchonteachers&rsquo,beliefsindifferentareasofGDsincetheimplementationoftheNewCurriculum.Thepresentstudyisattemptingtohelpfillthatgap.Furthermore,manyofthepriorresearcheswerecarriedoutonrelativelyallsamples,Woods(1996)madeastudyof8teachers,Wang(2002)targetedat3teachers,Zheng&,Jiang(2005)alsocarriedoutastudyupon3teachers.Hence,anothermotivationforthisstudywastomakeasurveyinconsiderablewidthandbreadth.
Thepresentstudytriestofindouttherelationshipbetweenteachers&rsquo,beliefsandtheirpracticalteachingbehiorintheNewCurriculumcontext,andinthemeantime,tofindoutsignificantproposalorteachertrainingandprovideeducatorswithvaluableperspectivesonteachingandcurriculumdevelopment.
1.4StructureofthePresentStudy
Startingfromdefinition,theauthorfirstofallfoundoutsomeexperts&rsquo,definitionofteachers&rsquo,beliefs&rdquo,,andthensummedituptobeamuchplainone.Thentheauthorproceededtomakeanalysisofthequestionnaires,aimingatfindingoutthestatusquoofteachers&rsquo,beliefsinGDProvince.Afterthat,theauthormadefurtheranalysisontheclassroomobservationlog,tryingtofindoutwhethertheteachers&rsquo,teachingbehiorwasconsistentwiththeirarticulatedbeliefs.Finally,face-to-faceinterviewswereconductedtofindouthowteachers&rsquo,beliefsguidetheirbehior,andwhatteachersusuallytakeintoaccountintheircourseplanning.
ChapterTwoLiteratureReview
2.1DefinitionofTeachers&rsquo,Beliefs
Definitionofbeliefayvaryaccordingtodifferentexperts.Sigel(1985)definesbeliefsaentalconstructionofexperience,whichguidesbehior.Nespor(1987)andWilliam&,Burden(1997)defineitasvaluesandattitudesoftheworldandisalsopredictorofbehior.Tobebrief,beliefstellbehior.
In1992,Pajareadeadefinitionofteachers&rsquo,beliefs&rdquo,asteachers&rsquo,attitudesabouteducation,aboutschooling,teaching,learning,andstudents(Pajares1992).Nespor(1987),Woods(1996)andWilliam&,Burden(1997)foundteachers&rsquo,beliefsiarmoreinfluentialthanknowledgeindeterminingclassroomwork.Breenetal(2002)alsoinfersthatteachers&rsquo,beliefsandexperiencesstronglyinfluencedclassroomwork.
Fromalltheabovedefinitions,theauthorsummedupteachers&rsquo,beliefs&rdquo,tobeteachers&rsquo,attitudesaboutteachingandlearning,whichwillaffecteverythingtheydointheclassroomteaching.
2.2Teachers&rsquo,BeliefsandTeachingBehior
Thewesterncountrieshadgonethrough3decadesintheresearchoftherelationshipbetweenteachers&rsquo,beliefsandteachingbehior.Freeman(2002)subdividestheperiodinto3broadtimeframes:workleadingupto1975,thedecadeofchange(1980-1990),andthedecadeofconsolidation(1990-2000).
Sincethe80s,anarrayofempiricalstudiesofteachers&rsquo,beliefsandteachingbehiorhebeencarriedout.Freeman(2002)probedtheimpactofteachers&rsquo,mentallives,priorknowledge,socialandinstitutionalcontext,etc.onteachingbehior,andfoundteachers&rsquo,beliefstoheapowerfulinfluenceontheirbehior.Actually,howteachers&rsquo,beliefsshapetheirbehiorinclassroomteachinghasbeenstudiedinvariousways(Meighan1990,Woods1996,Smith1997,Breenetal2001,B2003,Burns2005).
Chineseresearchershebeguntosetaboutstudyingteachers&rsquo,beliefsandteachingbehiorinrecentyears(Wang2002,Xia2002,Sun2005,Lou&,Liao2005).
Allthesestudiescollectivelyshowthatclassroomactivitiesarehighlyinfluencedbyteachers&rsquo,beliefs.However,someresearcheroundtheirsubjectstobehetheotherwayround.
Argyris&,Schö,n(1974,1987)arguethatthereisalmostalwaysadiscrepancybetweenteachers&rsquo,beliefsandthewaysteachersact(William&,Burden1997).Sun(2005)addressesthatthemostprominentprobleminEnglishclassroomteachingtobethegapbetweenthenewlyacquiredteachingbeliefsandtheeducationalpractice.Wang(2002)andLou&,Liao(2005)alsofoundsuchadiscrepancybetweentheirsubjectteachers&rsquo,behiorandbeliefs.Iftherereallyexistssuchadiscrepancy,theteachingmaybeinefficientorevenconfusing,whichmaybringaboutaseriesofproblemsinteachingandlearning.
2.3TheExpectedTeachers&rsquo,BeliefsoftheNewCurriculum
Chancesarethatgivenbetterteaching,learnerswilllearnmore.Theneweraofeducationcallorimprovedteachingbeliefsandbehiorasinstrumentstofacilitateandimprovestudentlearning.Thenewlyimplementedcurriculumputforwardfiveteachers&rsquo,beliefsaollows:
Focusingonmonfoundation,preparingforfurtherdevelopment,
Offerinariousoptions,cateringforpersonalneeds,
Optimizingthelearningmodel,enhancingself-directedlearningpetence,
Concerningwithstudents&rsquo,emotion,enhancingculturalawareness,
Promotingtheassesentsystem,encouragingcontinuousdevelopment.
(citedfromSeniorEnglishCurriculum2003:2-3)
Asamatteroffact,suchbeliefswereraisedtomeetthenewdemandsofoursociety,tomeetthenewlearningneedsofourstudents.Onconditionthatteachers&rsquo,beliefsandteachingwereconsistentwiththeNewCurriculum,fruitfulteachingoutewouldbeyielded.
However,thequestionsare:What&rsquo,sthestatusquoofteachers&rsquo,beliefsDotheybeheinaccordancewiththeirarticulatedbeliefsAndwhatdotheteachersusuallytakeintoaccountinteachingTofindoutallthecorrespondinganswers,theauthorcarriedoutasurveyofteachers&rsquo,beliefsandteachingbehiorinGDProvince.
ChapterThreeMethod
Thesurveyconsistedof3instruments:①ateacherquestionnairedevelopedbytheauthor(consistedofthreesections:SectionOne--personaldataandexperience,etc,SectionTwo--a25itemteacherbeliefsectionbasedonthe5guidelinesoftheNewCurriculuminseniorhighpublishedbytheMinistryofEducation(Item1&ndash,5onBelief1,Item6-10onBelief2,andtherestmaybededucedbyanalogy),SectionThree--2openquestionsaboutteachers&rsquo,beliefsandteacherconcern)(SeeAppendix1),②anobservationlog(prisinggeneralinformationanda10-periodclassroomobservationlog(SeeAppendix2),③aninterviewoutline(SeeAppendix3).
ApilotstudywasconductedinoneTypeBschoolfromGuangzhouinearlySeptember2005.Basedonthefeedbackfromthepilotstudy,theauthormaderevisionsinthesurveyinstruments.
3.1TheParticipants
10schoolrom5ofthecitiesinGDProvinceparticipatedinthisstudy.Theparticipantswerecarefullychosen:thecapitalcityofGD--Guangzhou(广州),twoperipheralcities--Foshan(佛山)andNanhai(南海),tworelativelyremotecities--Puning(普宁)andShantou(汕头),respectively.10researchersdividedthe10schoolsamongthemduringtheirteachingpractices.However,only8schools&rsquo,datawereintactandpossibleforanalysis.Altogether,therewere27teacherromthese8schools.
Table1summarizesthecharacteristicsofallthesubjectteachers.18workedinGradeOne,and9workedinGradeTwo.Therewere17femaleand10maleteachers.Theteachershadvaryingdegreesofgeneralteachingexperiencerangingfrom1to43years.Theerageteachingexperienceacrossthesamplewas12.7years.Amongthem,26teachershadreceivedtheNewCurriculumtraining.
Table1.TheTeachers&rsquo,Characteristics
GenderGradeCurriculumTrainingAverageTeachingExperience(year)MaleFemaleOneTwoReceivedNotYetNo.101718926112.7
Forthesakeofbeingasobjectiveaspossible,School7andSchool8alsoexcludedinthefollowingdiscussions,becauseonlyonesubjectteacherwasailablefromeachofthesetwoschools.Consequently,thefollowingresultsanddiscussionswerebasedon6schools.
3.2Procedures
3.2.1TheTeacherQuestionnaireSurvey
Firstly,theresearchersinvitedtheteacherstofillintheTeacherQuestionnaire(TQ)andfixedatimewiththeteacherorclassroomobservation.Teacherilledinthegeneralinformationandindicatedthelevelofendorsementofeachofthe25itemsusinga5-pointLikert-typescaleprisingthecategoriesstronglydisagree,&rdquo,disagree,&rdquo,somewhatdisagree,somewhatagree,&rdquo,agree,&rdquo,andstronglyagree,&rdquo,scoredas1through5,respectively,thentheyrespondedtothe2openquestionsconcerningwithteachers&rsquo,opinionsandsuggestionsoftheNewCurriculum(seeTable2).
Table2.The2OpenQuestionsintheTeacherQuestionnaire
PleasewritedownyouropinionsandsuggestionsoftheNewCurriculum1.Themostobviouschanges①&hellip,②&hellip,③&hellip,2.Themosturgentproblemstobesolved①&hellip,②&hellip,③&hellip,
AsisshowninTable2,Question1tellswhetherteachershenoticedthemostobviouschangesofthecurriculum.AndQuestion2enablestheauthortoperceivetheteachers&rsquo,mostconcern,whichwouldserveasabasistofindoutwhetherteachersadoptedparticularteachingstrategiestoenhancetheirstudents&rsquo,weakpoint,sincetheyhenoticedwheretheproblemslied.
3.2.2ClassroomObservation
Astheremayexistadiscrepancybetweenteachers&rsquo,beliefsandbehior,andapartfromthis,teacherayoverstateorunderstatethebeliefsunderlyingtheiractualpractice.Therefore,whetherteachersteachinaccordancewiththeirbeliefscanonlyberevealedfromtheobservationofpracticalteaching.
Hence,theseconddatacollectionmethodwasbaseduponasubstantialclassroomobservationlog.Theresearchersrecorded10periodsofEnglishclassesofeverysubjectschool.The10Englishclasseswerenotspecificallychosen,butobservedatrandom,generatingathoroughandobjectivedata.Theobservationfocusedonclassroomactivities,multimediaapplied,textbookdealt,assesentforms,andoptionalcourses,etc.
3.2.3TheInterview
Inordertoprehendmoreabouthowteachers&rsquo,beliefsguidetheirbehior,andwhatteachersusuallytakeintoaccountintheirteaching,face-to-faceinterviewswereadded,andtheinterviewwithteacherswassemi-structured.Table3showstheoutlineoftheinterview.
Table3.OutlineoftheSemi-structureInterview
InterviewSubject:SeniorHighEnglishTeachersinGuangzhou①HowdoyouusuallydesignalessonAndwhataboutactivities②HowdoyoulikethepresenttextbookAndhowdoyouapplyit③DoyouthinkitisnecessaryforstudentstoenhancetheirculturalawarenessHowdoyouhelpyourstudentsenlargetheirscopeofbackgroundknowledge
Theauthorarrangedinterviewswith12SeniorOneEnglishteacherrom6schools(ComprisingTypeA,TypeBandTypeCschools)inGZ,2teacherromeverysubjectschoolparticipatedintheinterview.Theinterviewswererecordedimplicitlybymp3,andweretranscribedintowrittenlanguagelater.
3.2.4DataAnalysis
AlldatawereanalyzedusingtheStatisticalPackageforSocialScientists(SPSS),release10.0andMicrosoftExcel,release2003.
MeanandstandarddeviationoftheTQwereanalyzedbyusingDescriptives,histogramsweregeneratedbyusingExceltoillustratetheresultoreplainly.Andwithin-groupdifferencesof25teachers&rsquo,beliefsofthe6subjectschoolswereanalyzedbyusingOne-wayANOVA.
ChapterFourResultsandDiscussion
Afterallthedatawerecollected,theauthorbegantoarrangethedataandanalyzethem.Firstly,theauthorsortedoutallthereceivedquestionnaires.AndfoundoutthevalidpercentoftheTQwas100%.Table4indicatesthegeneralinformationofthequestionnairesobtainedfromthe6schools.
Table4.InformationoftheReceivedTQ
QuestionnaireReceivedValidInvalidValidPercentNumber25250100%
4.1StatusQuooftheTeachers&rsquo,Beliefs
4.1.1MeanandStd.DeviationoftheTQ
Startingfromdataanalysis,theauthorcarriedoutDescriptiveStatisticsanalysistoanalyzetheTQ,showingthatallthemeansofthe5beliefsarewithintherangeof3.5to4.4&rdquo,,therefore,conclusioncanbedrawnthatallthesubjectteachersAgree①&rdquo,witheverybeliefadvocatedintheNewCurriculum.ThentheauthorputthedatafromFigure1intotheMicrosoftExcel,generatingahistogramaollows:
Figure1.MeanofEveryBelief
BeliefsNMeanS.D.B1254.0560.4917B2253.9920.6843B3254.3600.5132B4254.3440.5050B5253.9040.5200
Asisillustratedabove,thehistogramindicatesthatthemeansofBelief2(Offerinariousoptions,cateringforpersonalneeds)andBelief5(Promotingtheassesentsystem,encouragingcontinuousdevelopment)scorethelowestamongthefivebeliefs.Thecausesofthisresultmaybe:optionalclassandformativeevaluation,etc.arenewlyadvocated,paredwiththeotherbeliefs,andittakestimetogetthoroughendorsementfromalltheteachers.Whereas,thoseofBelief3(Optimizinglearningmodel,enhancingself-directedlearningpetence)andBelief4(Concerningwithstudents&rsquo,emotion,enhancingculturalawareness)scorerelativelyhigh,becauselearner-centeredandbackgroundknowledgehebeenheardoflongbefore.
Afterthat,theauthormadeanotherDescriptiveStatisticsanalysistofindoutthemeanandstandarddeviationoftheteachers&rsquo,beliefsineverysubjectschool.Figure2illustratestheresultsoftheDescriptiveStatisticsanalysis.Meanof4ofthesubjectschoolsisalsowithintherangeof3.5to4.4&rdquo,,asameconclusioncanbedrawnthattheseschoolsAgree&rdquo,withtheNewCurriculum,andSchool2andSchool3gotameanhigherthan4.4&rdquo,,what&rsquo,more,meanofSchool2iswithin4.5to5&rdquo,,whichindicatesthatteacherromschool2Stronglyagree&rdquo,withtheNewCurriculum.
Figure2.MeanofEverySubjectSchool
SchoolsNMeanS.D.S153.7280.4502S244.5300.3523S344.4100.3965S434.0933.3717S533.7867.2344S664.2067.4236Total254.1312.4607
Figure1andFigure2revealthatteacherromeverysubjectschoolAgree&rdquo,orStronglyagree&rdquo,witheveryteacher&rsquo,sbeliefputforwardintheNewCurriculum.Figure2alsoindicatesthatteachers&rsquo,beliefsdifferindifferentschools.Thehistogramdisplaysimpressivedifferencesamongthesubjectschoolsplainly,andschool1&,5bearagreatdistancefromSchool2&,3intheendorsementoftheNewCurriculum.Toconfirmthishypothesis,aOne-wayANOVAanalysiswasconducted.
4.1.2AComparisonofTeachers&rsquo,BeliefsinEverySubjectSchool
Whenmeansofthebeliefswerepared,theOne-wayANOVAresultsindicatedthatteachers&rsquo,beliefsindifferentschoolsdifferedsignificantly,sig.等于.047,P<,0.05(illustratedinFigure3).Since26outofthe27teachershegottheNewCurriculumtraining.Thepossiblecausesofsuchdifferencemaybeduetoteachers&rsquo,differentinterpretationoftheNewCurriculum,restraintoftheirstudents&rsquo,levelorconfinementoftheparticularteachingcontextineverysubjectschool.
Figure3.One-wayANOVAofTeachers&rsquo,Beliefs
SumofSquaresdfMeanSquareFSig.BetweenGroups2.1555.4312.786.047WithinGroups2.93819.155Total5.09324
Tomakeaclassificationofallthesubjectschools,HomogeneousSubsetsanalysiswasdirected.Figure4demonstratedthatteachers&rsquo,beliefsinSchool1andSchool5weresignificantlydifferentfromthoseinSchool3andSchool2,fortheyarenotinthesamecolumn.School4,6,3and2areidenticalintermsofendorsementoftheNewCurriculum,becausetheyareinthesamecolumn.
Figure4.HomogeneousSubsetsofEverySubjectSchool
NSubsetforalpha等于.05Schools123DuncanSchool153.7280School533.78673.7867School434.09334.09334.0933School664.20674.20674.2067School344.41004.4100School244.5300Sig..134.054.170
UsesHarmonicMeanSampleSize等于3.913.
DescriptiveStatisticsoftheTQrevealedthatallsubjectteacherromGDProvinceAgree&rdquo,orStronglyagree&rdquo,withtheNewCurriculum.AndOne-wayANOVAanalysisillustratedthatteachers&rsquo,beliefsvariedfromoneschooltoanother.School2andschool3scoredthehighestamongthe6schools,whichindicatedthattheyendorsedtheNewCurriculumthemost.However,chancesarethatsometeachersshowedgreatapprovaltotheNewCurriculumjustbecausetheyknewaboutitfromtheteachertraining.However,howtheybeheinactualteachingstillremainsaquestion.Furthermore,teachers&rsquo,articulatedbeliefsisonethingandhowtheyapplytheirbeliefsintoteachingisanotherthing.
4.2TheRelationshipbetweenTeachers&rsquo,BeliefsandTheirTeachingBehior
Tofindoutwhetherteachersteachinlightoftheirbeliefs,analysisoftheanswerstothe2openquestionsintheTQwasconducted.Withtheteachers&rsquo,mostconcerninmind,furtheranalysisonwhetherteachersadoptedparticularstrategiestotackletheobstacleswasdirected.
4.2.1Teachers&rsquo,ArticulatedBeliefs
Thedatarevealedalmost72opinionsandsuggestionsputforwardbyallthesubjectteachers.Table5listedoutfivemostwidelysharedcategoriesofteacherconcernforeachquestion.
Table5.TeacherConcernontheCurrentCurriculumandTeaching
Item1.ThemostobviouschangesoftheNewCurriculum①moredemandingforteachersandstudents,②renewalandincreaseofthecapacityofthetextbook,③moreinteractionbetweenteachersandstudents,④focuoreoncultivatingstudents&rsquo,integrativeabilityinlearning,knowledgeapplying,participation,cooperationandmunication,⑤closertoauthenticdailylife.Item2.Themosturgentproblemstobesolved①therenewalofteachers&rsquo,teachingbeliefsandstudents&rsquo,expectationsofteaching,②theconflictbetweentheNewCurriculumandtheCollegeEntranceExamination(theconflictbetweenintegrativeskillsdevelopmentandexam-orientededucation),③theconflictbetweenstudents&rsquo,abilityandthehighlydemandingnewteachingmaterialsandactivities(esp.listening),④thecoherenceofthejuniorhightextbookandseniorhighone(esp.vocabulary),⑤largecapacityofthecontentinthetextbookversusinadequatecoursehours(notenoughtimeforassimilationandconsolidation).
Tosumup,mostteachershenoticedtherenewalofthecurriculumandheperceiveditscharacteristicsandadvantages.Theyalsofoundthecurrentcurriculumtobemoredemandingfortheirstudents,owingtothedramaticallyincreasedcapacityofthetextbookandlimitedcoursehours.Inthemeantime,theycallforcoherenceofthejuniorhighandseniorhighcurriculum,andnewtestingformula.Thesearethesharedconcernofmostteachers,however,thequestionsare:Sincethey&rsquo,venoticedtheproblems,didtheyadoptparticularteachingbehiortomakeupforthisOrhowmanyteachersheattemptedtoOnlysubstantialobservationcouldtell.
4.2.2ObservationLogofPracticalClassroomTeaching
Bearingtheteachers&rsquo,mostconcerninmind,theauthorproceededtoanalyzeallthedataontheteachers&rsquo,behiorintheclassroomasrecordedinthe6researchers&rsquo,classroomobservationlogs.The10-periodclassroomobservationlogsrecordedmorethan5teacherromGradeOneandGradeTwoineverysubjectschool.Hence,thesedatacoveredarangewideenoughtorepresentthewholesubjectschool.
ClassificationandanalysisoftheobservationlogrevealedthatmostschoolsadoptedthetextbookNewSeniorEnglishforChina,whileschoolsinFoshanandNanhaiadoptedtheoneSeniorHighEnglish.Nearlyalltheschoolsappliedthetextbooklexiblybysupplyingextramaterials,omitting,adapting,orsimplifyingthecontentstomeettheirstudents&rsquo,particularlevel.Intermsofmultimediafacilities,2schoolswerefoundtobeequippedonlywithradiosandprojectors.2schoolshen&rsquo,tofferedoptionalcoursesyet,andonly50%ofthesubjectschoolscarriedoutformativeevaluation.Table6outlinessomeotherbasicpracticalteachinginformationcollectedfromtheclassroomobservation.
Table6.ThePracticalTeachingInformation
ClassroomActivitiesOptionalCoursesMultimediaApplicationFormativeEvaluationSchool1Reading,chorus,discussion,survey,petitionofwords,writing,retellingNewConceptEnglish,WritingRadio,puterNotyetSchool2Reading,chorus,discussion,role-play,writing,listeningAudio-lingua-visualEnglish,LearningbySingingRadio,puterNotyetSchool3Reading,chorus/RadioYesSchool4Reading,chorus,discussion,drills,role-play,interview,surveyInquiryStudyRadio,puterNotyetSchool5Discussion/Radio,projectorYesSchool6Chorus,discussion,role-play,dictationNewConceptEnglishRadio,projector,puterYes
Theabovetablelistsoutallthepracticalteachinginformationrecordedintheclassroomobservationlogs,revealingallthesubjectteachers&rsquo,teachingbehior.Inordertofindoutwhethertheseteachers&rsquo,particularteachingbehiorisalignedwiththeirconcern,theauthordrewoutthemostwidelysharedbeliefsofeverysubjectschoolandtriedtofindouthowthesebeliefsinfluencedteachers&rsquo,teachingbehior.Table7showstheteacherconcernandtheirparticularteachingbehiorineverysubjectschool.TheresultsshowedthatteachersinSchools1,4and6adoptedparticularclassroomactivitiestoenhancetheirstudents&rsquo,weakpoints,andtocultivateparticularskills,whileSchool3failedtoemployexpectedteachingstrategies(seeTable7).
Table7.TeacherConcernandTeachingBehior
TeacherConcernParticularClassroomActivitiesSchool1HowwouldEnglishbetestedinCollegeEntranceExam(CEE)Writing,retelling,petitionofwordsSchool2ThesequenceofgrammarisunsystematicN.OSchool3①Toincreasestudents&rsquo,interestinEnglish,②Toincreaseinstructionofculturalbackgroundknowledge,③Torenewteachers&rsquo,beliefs,④TogetridoftheconflictbetweenthenewcurriculumandCEE.Reading,chorusSchool4Students&rsquo,oralEnglishistoopoortocarryoutclassroomactivitiesChorus,discussion,drills,role-play,interviewSchool5/N.OSchool6①Thedramaticallyincreasedcapacity,esp.vocabularyisdemanding,②Thelisteningpartsinthetextbookareverydifficult.Dictation
a)N.O等于notobserved,
b)TeacherromSchool5saidtheyhadnomentontheNewCurriculum.
ItwasstrikingfortheauthortofindthatSchools2and3,asisshowninFigure4,althoughscoredthehighestinthemeanofTQ,actuallyfailedtoteachinaccordancewiththeirbeliefs,orfailedtorenewtheirbeliefs(themostconcerninSchool2wasgrammarinstruction&rdquo,).TheauthorguessedthattheexplanationaybethatteacherromSchools2and3werequitewellinformedofthenewbeliefs,however,theyhadn&rsquo,tappliedthemfullyinpracticalteaching,thusresultinginthediscrepancybetweentheirbehiorandbeliefs.
Amongthoseschoolsthatteachers&rsquo,beliefsandtheirbehiorwereconsistent,School4hadarelativeconformityinteachers&rsquo,beliefsandpracticalclassroomteaching,andwaswellequippedwithmultimediaandofferedvariousclassroomactivitiestoenhancestudents&rsquo,integratedskills.Andlastbutnotleast,itwastheonlyoneofthe6schoolsthatofferedtheoptionalcourse&mdash,InquiryStudy,inwhichstudentswentintothemunitytodosurveys(seetable6).
4.3Teachers&rsquo,MostConcerninCoursePlanning
Alltheaboveanalysisdemonstratedthatteachers&rsquo,behiorswereconsistentwiththeirbeliefsinmostschools,whilesometeachers,forexample,inSchool2andSchool3,failedtoteachinaccordancewiththeirbeliefs,althoughtheyscoredthehighestintheTQ.Nevertheless,chancesarethattheseteacherayactuallyheeacrossdifficultiesinteaching,orintherenewalandapplicationoftheirbeliefs.
Tofindoutthepossibledifficulties,interviewswithteacherustbeconductedtofindouthowteachers&rsquo,beliefsguidetheirbehior,andwhattheyusuallytakeintoaccountincourseplanning.Theauthoranalyzedtheanswerstotheopenquestionsintheteachers&rsquo,questionnairesandtheinterviewrecordsofthe12teachers,reflectingtheteachers&rsquo,mainconcernincourseplanning,whichcanbesummedupaollows:
①ManydemandsoftheNewCurriculumversuslimitedcoursehours.TheNewCurriculumiuchmoredemanding,therearesomanytaskstofulfillinclassthatwenolongerhetimetoreviewthelessons,andstudentsintendtobeobliviousofwhattheyhelearntsoonafterclass.&rdquo,accordingtomostsubjectteachers.
②Theconflictbetweenintegratedskillsdevelopmentandexam.IntheopenquestionsintheTQandtheinterview,manyteacherscalledforacorrespondingandplausibleCollegeEntranceExaminationformula,whichwasexpectedtobealignedwiththeNewCurriculum,
③Inlackofteachingfacilities.Theobservationlogsrevealedthatmostareasstilllackedforthebasicteachingnecessitiessuchassoundlabsandmultimedia,etc.(seeMultimediaApplicationinTable6).
Inaword,thereexistedthreefactorsthatteacherswouldtakeintoaccountincourseplanning.
Tosumup,analysisofthequestionnairesshowedthatteachers&rsquo,beliefsvariedgreatlyfromoneschooltoanother,themeanofwhichfluctuaterom3.7280to4.5300.Classificationoftheclassroomobservationlogsrevealedthatteachers&rsquo,behiorwasconsistentwiththeirbeliefsinmostschools,whilesometeachers&rsquo,practicalteachingwasdisjointedfromtheirarticulatedbeliefs.Analysisoftheteacherconcernandtheinterviewenabledtheauthortoperceivewhatteachersconcernthemostinteaching.
ChapterFiveConclusionandResearchImplications
Thepresentresearchcarriedoutasurveyofthestatusquoofteachers&rsquo,beliefsandtheirteachingbehiorintheNewCurriculumcontextinGuangdongProvincebymeansofquestionnaire,classroomobservationlogandinterview.Byintensiveanalysis,theauthorfoundthatfirstly,teacher&rsquo,sbeliefsdifferedsignificantlyfromoneschooltoanother,secondly,teachersinmostschoolsteachinaccordancewiththeirbeliefs,whereassometeachers&rsquo,behiorwasdisjointedfromtheirbeliefs,althoughtheyshowedthattheyStronglyagree&rdquo,withtheNewCurriculumintheTQ.Inthemeantime,theauthorgotapleasantsurprisetofindthatoneoutofthe6subjectschools,aschoolfromShantou,hadarelativeconformityinpracticalclassroomteachingandteachers&rsquo,beliefs.Finally,amoreintensiveanalysiswaadetofindouttheteachers&rsquo,difficultiesinrenewingtheirbeliefsorapplyingtheirbeliefsintoteaching.
Alloftheabovefindingsstimulatedtheauthortoreflectandresultedinmuchenlightenment.Thefindingromthestudysuggestedthatimpactofvaryingsocialandinstitutionalcontextplayedasignificantroleinteachers&rsquo,thinkingandaction.Andteachertrainingshouldalwaystaketheleadingroleinthelongrunofeducationalreform.Tobemorespecific,3implicationsgeneratedfromthestudy.Theywererelatedtoteachertraining,assesentsystemandteachingfacilities,respectively.
5.1TheImportanceofTeacherTraining
Fromtheinterviews,theauthorfoundthatmostteachers,especiallytheinexperiencedteachers,expressedthattheyneedprofessionalguidancetohelpthemenhancetheirteachingskills.Infact,continuouspre-serviceandin-serviceteachertrainingshouldbeheldregularly,makingsurethatteachersarenewlyinformedofthesocietaltrendandarequalifiedtomeetthenewteachingdemands.
Asweallknow,teachertrainingusedtofocusonteachingskills.However,thenewlyexpectedteachers&rsquo,beliefsandteachingskillsrequireformoreefficienttraining,whichconsistsofbeliefrenewal,professionaldevelopmentandmultimediaapplication.
5.1.1TrainingonBeliefRenewal
ThepresentresearchfoundthatmanyexperiencedteacherswereresistanttotheNewCurriculum,someofwhomwerestillteachingintheirassumedbestway,regardlessofthenewdemands.Theseteachersneedtobeinformedthatthe21stcenturycallornewteachingskillstobringstudentsupbyusinghighlyskilledteachingstrategiesandcurriculathatconnecttotherealdailylifeandcaterfordifferentneedsofstudents,andmotivationalaswell.Andtraditionalteacherswouldbeconfrontedwiththedangerofdroppingoutiftheywerenotqualifiedenoughtorespondtothenewmission.Tobearfruitfulteachingouteinthenewphaseofeducation,teachersaresupposedtoteachinariousandcreativeway.Sometimes,practicingthesameskillindifferentwayseachtimeandfulfillingsometasksinacreativewaywouldbreedpleasantoute,forinstance,hingoralclassesinanopenairoracafé,,ifpossible,orwritingareportwithananizedpractice/visitbeforehandwillprobablycheerupthestudents.
5.1.2TrainingonProfessionalDevelopment
Firstly,teachersareencouragedtogetfurthereducationtobroadentheirhorizonandenlargetheirscopeofknowledge,sothattheywillhelessdifficultiesinhelpingstudentsenhancetheirculturalawareness.
Secondly,teachersareexpectedtopromotetheirteachingskillsbyreflection,andinteraction,etc.Anon-lineteachingforumcanbesetupasaby-producttoofferteacherschancestoexchangeexperienceandthought.Thisstudyrevealedthatteacherromdifferentareasvariedintheirteachingbeliefsandclassroompractice.Hence,itwouldbebeneficial,ifpossible,toestablishanon-lineteachingforum,suchasBBS,Group,etc.forexchangingideasandexperience.
Finally,trainingonresearchmethodsshouldbeofferedtoteachersandteachersbeencouragedtocarryoutschool-basedresearchesoreducationalexperiments.Bythisway,teacherscanreflectfromthefindingsorfeedback,andimprovetheirteaching,evenhelptorefinethecurriculum.
5.1.3TrainingonMultimediaApplication
Theinterviewrevealedthatsometeachersdidn&rsquo,tapplymultimediatofacilitatingtheirteachingjustbecausetheyhen&rsquo,tmasteredtheskills.Hence,adequatetrainingshouldbecarriedouttoensurethatteacherasterbasicskillsinmultimediaapplicationtofacilitatingclassroomteaching.Andmoredemandingskillsinmanagingblogs,BBS,Zone,orGroup,etc.aredesired.
Nowadays,nearlyeveryclasshasestablishedaGroup,andstudenteetintheGroupoutofclass.ThetopicsusuallyrangefromliveTVprogramstohomeworkandanswerstothehomework,andsoon.Someclassoutingsarealsodecidedandanizedhere.
Beinginspiredfromthis,theauthorthoughtthatmaybeagroupforInquiryStudieswouldbepossibleifdirectedinasystematicway.Infact,theauthorhadtriedtoestablishsuchaGroupinSenior1forEnglishlearning,wherestudentswereadvocatedtomunicateinEnglish②.Andtheauthorfoundittobeeryadvisablewaytofosterstudents&rsquo,interestinstudyandtohelpthemlearnEnglishwhileentertaining.
5.2ModificationoftheAssesentSystem
TheanswerstotheopenquestionsandtheinterviewrecordsillustratedthatmostteacherswereconcernedwiththeCollegeEntranceExamination(CEE).Andsomeofthemexpressedthattheywillstillteachintheirtraditionalways,becausetheythoughtthattheirstudents&rsquo,ultimateaimofseniorhighstudywastogetahighmarkintheCEE,anditwasthisideathatmadetheteachingremainexam-oriented.Fortunately,thereweremuchmoreyoungteacherstaughtinlightofthenewbeliefs,andfortheseteachers,theirmostconcernwas:WhatwouldbetestedinCEE&rdquo,Therefore,anewassesentsystemisimperativeunderthenewsituation.Luckily,theNewCurriculumputforwardformativeevaluation&rdquo,,anditwillbenefitbothteachingandlearning,aslongasitisconductedsystemically.
Nevertheless,theobservationlogrevealedthat50%ofthesubjectschoolshadn&rsquo,tdirectedthestudentstomakeself-evaluationinalearningprocesileaswasexpected,inotherwords,formativeevaluation&rdquo,wasnotyetcarriedoutthoroughly.
Asamatteroffact,theconceptofabinationofformativeevaluation&rdquo,andsummativeevaluation&rdquo,,thoughnewlyimplemented,issignificantandworthy.Formativeevaluationisbeneficialinthatitenablesstudentstogetasenseoftheirprogressandachievementpromptlyinthelongrunoflearning.
Wu(2003:38-41)arguesthatwecanmotivatestudentsbymodifyingtheassesentsystem,sheadvocatesanalyticassesent&rdquo,,inwhichteachersofferdiachronicevaluationandevaluatestudentswithadynamicview.Sheendedthereportbysaying,Ashiftinthewayweevaluatelearnerscanworkwonders.&rdquo,Infact,amodificationofthepresentassesentsystemmayhelptomakeourteachingmuchmorequalityoriented.
5.3OfferingAdequateTeachingFacilities
Theobservationlogsalsoshowedthattherestillexistedsomeschoolslackinginprojectors,TVsetinclassroom,letaloneputeraccesstotheInter,educationandinformationwebsites.Asweallknow,thecurrenttrendineducationwitnessesanincreasingemphasisonvariousoptionsandmulti-accesorself-directedlearning.Actually,theschoolboardsortheMinistryofEducationareresponsibleforsupplyingtheunderdevelopedareaswithtechnologicaladvances.
ChapterSixLimitations
Thisresearchintendedtocollectdatafrom10schoolsof5citiesinGDProvince,whichwasprovedtobeimpossiblebecauseofvariousreasons,theauthorcanonlycollectintactdatafrom8schools,and2schoolswereexcludedinthediscussions,becauseonlyoneteacherquestionnairewasretrievedfromeachofthesetwoschools.Theauthorhopedthatfurtherresearchwouldbecarriedoutinthiieldtofindoutmoreperspectiveoreducationdevelopment
References
Argyris,C.&,D.A.Schö,n.1974.TheoryinPractice[M].SanFransisco:Jossey-Bass
Argyris,C.&,D.A.Schö,n.1978.OrganizationalLearning:ATheoryofActionperspective[M].Reading,Mass:Addison-Wesley
B,S.2003.TeachercognitioninLearningTeaching:Areviewofresearchonwhatlanguageteachersthink,know,believe,anddo[J].LanguageTeaching36/2:81-109
Breenetal.2001.Makingsenseoflanguageteaching:Teachers&rsquo,principlesandclassroompractice[J].AppliedLinguistics22/4:470-501
布莱克摩尔·,苏珊.谜米机器-文化之社会传递过程的基因学&rdquo,[M].吉林人民出版社,2001:P24,P100
高纯娟.模因论对提高外语学习能力的一些启示[J].桂林电子工业学院学报2005.(4):100-101
郭菁.文化进化的meme理论及其难题[J].哲学动态,2005,(1):54
何自然、何雪林.模因论与社会语用[J].现代外语,2003,(2):200-209
何自然、张巨文.外语教学中的语用路向[J].山东外语教学,2003,(4):P5-6
马萧.翻译模因论与翻译教学[J].山东外语教学,2005,(3)：73-76
童忠良.变声四定说&mdash,&mdash,兼谈七声调式基因的对称模式[J].中国音乐学,2005,(3)
童忠良.一百八十调及其基因图谱(上)[J].黄钟-武汉音乐学院学报,2005,(4)
童忠良.五声调式基因论[J].音乐探索,2004,(1)
王静、李灏.大学生英语写作困境与教学模式的探索及思考[J].四川教育学院学报,2005,(21)：13
夏家驷、时汶.模因论与人文社会科学&mdash,生物基因理论在语言上的应用[J].科技进步理论与对策,2003,(9月下半月):134
徐盛桓.幂姆与文学作品互文性研究[J].暨南大学华文学院学报,2005,(1):59-67
尹丕安.模因论与隐喻的认知理据[J].西安外国语学院学报,2005,(2):12-14
张莹.从觅母的角度谈异化翻译的趋势[J].深圳大学学报,2003,(6):109-112
仲洁.外语应酬语辨析&mdash,关联与模因[J].琼州大学学报,2005,(6):78-79
AppendixI
AppendixII