英语专业本科格式标准范文

1、附件2a follow-up study on transferred teachers，englishpronunciationa case in guangdonga dissertation submitted in partial fulfillment of therequirements for the degree of bachelor of artsbyjackie lamsupervised byprof. noble hofmannsouth china normal university, guangzhou. p.r. chinajune, 2006acknowled

2、gementsthe completion of this study could never have been possible without the assistance of many people related.first and foremost, i would like to show my heartfelt gratitude to my supervisor, professor xxx. knowledgeable and responsible, prof x provided me with valuable guidance and support in ev

3、ery stage of writing this thesis. he made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis-thanks are due to associate professor xx，miss yy and miss pp, who helped me a lot in collecting data.i would like

4、to express my great gratitude to my classmate fff, and my dear australian teacher kk, who have been of great help in analyzing the data. they have been very patient and responsible throughout the whole work.last but not least, i want to acknowledge my debt to the six transferred teachers, who spent

5、time in providing the oral materials when having their hands full.abstractquality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students elementary learning. in 2001，as the new national english curriculum requir

6、es that english should be taught from grade 3 in primary schools, a new type of primary school english teachers named "transferred teachers9' came into being. transferred teachers are those non-englishajor primary school teachers who shift to teach english after graduation from a training p

7、rogram called "in-service training for transferred teachers： by far, these teachers have been teaching english for over four years, but there have been few followup researches on their pronunciation up till now. the present study investigates on the pronunciation of transferred teachers concern

8、ing consonants and vowels. the goal is to find out whether these teachers, who have received only 3week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary english teaching.as time was limited, six transferred teachers were

9、 chosen as our subjects. the study was carried out on the basis of the analysis of the errors on the recorded material of the english utterance borne out by these transferred teachers-key words： the first, the second, the thirda follow-up study on transferred teachers' english pronunciationa cas

10、e in guangdong0=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 在学牛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”的小学英语教 师产牛了。“转岗教师”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。木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

11、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3intable of contentsacknowledgementsiabstractii中文摘要hitable of contentsivchapter one introduction1li background11.2 significance of the empirical study113 purpose of the present study11>4 structure of the present study2chapter two literatur

12、e review32.1 definition of teachers' beliefs32.2 teachers, beliefs and teaching behavior32.3 the expected teachers9 beliefs of the new curriculum4chapter three method53.1 the participants53.2 procedures5chapter four results and discussion84.1 status quo of the teachers' beliefs842 the relati

13、onship between teachers9 beliefs and their teaching behavior1043 teachers' most concern in course planning13chapter five conclusion and research implications155.1 the importance of teacher training155.2 modification of the assessment system175.3 offering adequate teaching facilities17chapter six

14、 limitations18references19appendix 120appendix ii21chapter one introduction! backgroundthe recent societal trends outline new educational aims designed to create the highly skilled teachers necessary for the 21st century. in such a new phase of education, fruitful teaching outcome is based largely o

15、n new teaching skills, which come from frequent teaching reflection and belief renewal.as a matter of fact, teachers' beliefs tend to affect everything they do in the classroom, no matter implicit or explicit. furthermore, teachers9 articulated beliefs is one thing, and how they apply them in ac

16、tual teaching is another thing.1.2 significance of the empirical studyas education promotion is inevitable in the new phase of education, the best way to promote teaching outcome is to get feedback from teachers and learners and refine teachers9 beliefs and teaching behavior. judd (1981) and wade (2

17、002) put forward applicable methodology for education improvement based on substantial surveys. pate et al (1997) consider establishing an integrated, coherent curriculum as their ultimate aim of researches.many other experts have also endowed great significance to these sorts of research (floden &a

18、mp; klinzing 1990; pajares 1992). and breen et al (2001) suggests that these researches could be seen as a means to exploring language teaching. in fact, these empirical studies can help to refine teacher beliefs and teaching behavior as well. mann (2005) addresses that teachers develop by collectin

19、g data and reflecting.13 purpose of the present studyteachers5 beliefs and teaching behavior have been studied widely in the last decade (pajares 1992; smith 1997; breen et al 2001; nunan 2001; wade 2002; burns 2005). however, only a few qualitative studies about teachers' beliefs have been carr

20、ied out throughout china, let alone in guangdong province. therefore, there is a gap in this body of qualitative research on teachers9 beliefs in different areas of gd since the implementation of the new curriculum. the present study is attempting to help fill that gap. furthermore, many of the prio

21、r researches were carried out on relatively small samples, woods (1996) made a study of 8 teachers, wang (2002) targeted at 3 teachers, zheng & jiang (2005) also carried out a study upon 3 teachers. hence, another motivation for this study was to make a survey in considerable width and breadth.t

22、he present study tries to find out the relationship between teachers5 beliefs and their practical teaching behavior in the new curriculum context, and in the meantime, to find out significant proposals for teacher training and provide educators with valuable perspectives on teaching and curriculum d

23、evelopment.l4 structure of the present studystarting from definition, the author first of all found out some experts' definition of “teachers' beliefs'： and then summed it up to be a much plain one. then the author proceeded to make analysis of the questionnaires, aiming at finding out t

24、he status quo of teachersbeliefs in gd province. after that, the author made further analysis on the classroom observation log, trying to find out whether the teachers' teaching behavior was consistent with their articulated beliefs. finally, face-to-face interviews were conducted to find out ho

25、w teachers5 beliefs guide their behavior, and what teachers usually take into account in their course planning.chapter two literature review2.1 definition of teachers9 beliefsdefinition of beliefs may vary according to different experts. sigel (1985) defines beliefs as mental construction of experie

26、nce, which guides behavio匚 nespor (1987) and william & burden (1997) define it as values and attitudes of the world and is also predictor of behavio匚 to be brief, beliefs tell behavior.in 1992, pajares made a definition of “teachers，beliefs as teachersattitudes about education, about schooling,

27、teaching, learning, and students (pajares 1992). nespor (1987), woods (1996) and william & burden (1997) found teachers9 beliefs is far more influential than knowledge in determining classroom work. breen et al (2002) also infers that teachers5 beliefs and experiences strongly influenced classro

28、om work.from all the above definitions, the author summed up "teachers' beliefs” to be teachersattitudes about teaching and learning, which will affect everything they do in the classroom teaching.2.2 teachers，beliefs and teaching behaviorthe western countries had gone through 3 decades in

29、the research of the relationship between teachers' beliefs and teaching behavior freeman (2002) subdivides the period into 3 broad time frames: work leading up to 1975, the decade of change (1980-1990), and the decade of consolidation (1990-2000).since the 80s, an array of empirical studies of t

30、eachers' beliefs and teaching behavior have been carried oul freeman (2002) probed the impact of teachers9 mental lives, prior knowledge, social and institutional context, etc. on teaching behavior, and found teachers? beliefs to have a powerful influence on their behavio匚 actually, how teachers

31、9 beliefs shape their behavior in classroom teaching has been studied in various ways (meighan 1990; woods 1996; smith 1997; breen et al 2001; borg 2003; burns 2005).chinese researchers have begun to set about studying teachers9 beliefs and teaching behavior in recent years (wang 2002; xia 2002; sun

32、 2005; lou & liao 2005).all these studies collectively show that classroom activities are highly influenced by teachers' beliefs. however, some researchers found their subjects to behave the other way round.argyris & schon (1974, 1987) argue that there is almost always a discrepancy betw

33、een teachersbeliefs and the ways teachers act (william & burden 1997). sun (2005) addresses that the most prominent problem in english classroom teaching to be the gap between the newly acquired teaching beliefs and the educational practice.wang (2002) and lou & liao (2005) also found such a

34、 discrepancy between their subject teachers9 behavior and beliefs. if there really exists such a discrepancy, the teaching may be inefficient or even confusing, which may bring about a series of problems in teaching and learning.2.3 the expected teachers' beliefs of the new curriculumchances are

35、 that given better teaching, learners will learn more. the new era of education calls for improved teaching beliefs and behavior as instruments to facilitate and improve student learning the newly implemented cumculum put forward five teachers' beliefs as follows:focusing on common foundation, p

36、reparing for further development;offering various options, catering for personal needs;optimizing the learning model, enhancing self-directed learning competence;concerning with students' emotion, enhancing cultural awareness;promoting the assessment system, encouraging continuous development.(c

37、ited from senior english curriculum 2003:2-3)as a matter of fact, such beliefs were raised to meet the new demands of our society, to meet the new learning needs of our students. on condition that teachers' beliefs and teaching were consistent with the new curriculum, fruitful teaching outcome w

38、ould be yielded.however, the questions are: whats the status quo of teachersbeliefs? do they behave in accordance with their articulated beliefs? and what do the teachers usually take into account in teaching? to find out all the corresponding answers, the author earned out a survey of teachers9 bel

39、iefs and teaching behavior in gd province.chapter three methodthe survey consisted of 3 instruments: a teacher questionnaire developed by the author (consisted of three sections: section onepersonal data and experience, etc; section twoa 25 item teacher belief section based on the 5 guidelines of th

40、e new curriculum in senior high published by the ministry of education (item 1-5 on belief 1, item 6-10 on belief 2, and the rest may be deduced by analogy); section three-2 open questions about teachersbeliefs and teacher concern) (see appendix 1); an observation log (comprising general information

41、 and a 10-period classroom observation log (see appendix 2); (3) an interview outline (see appendix 3).a pilot study was conducted in one type b school from guangzhou in early september 2005. based on the feedback from the pilot study, the author made revisions in the survey instruments.3.1 the part

42、icipants10 schools from 5 of the cities in gd province participated in this study. the participants were carefully chosen: the capital city of gdguangzhou (广州)，two peripheral citiesfoshan (佛山)and nanhai (南海)，two relatively remote citiespuning (普宁)and shantou (汕头)，respectively. 10 researchers divided

43、 the 10 schools among them during their teaching practices. however, only 8 schools，data were intact and possible for analysis. altogether, there were 27 teachers from these 8 schools.table 1 summarizes the characteristics of all the subject teachers. 18 worked in grade one, and 9 worked in grade tw

44、o. there were 17 female and 10 male teachers- the teachers had varying degrees of general teaching experience ranging from 1 to 43 years. the average teaching experience across the sample was 12.7 years. among them, 26 teachers had received the new curriculum training.table 1. the teachers5 characte

45、risticsgendergradecurriculum trainingaverage teaching experience (year)malefemaleonetworeceivednot yetno.101718926112.7for the sake of being as objective as possible, school 7 and school 8 also excluded in the following discussions, because only one subject teacher was available from each of these t

46、wo schools. consequently, the following results and discussions were based on 6 schools.3.2 procedures321 the teacher questionnaire surveyfirstly, the researchers invited the teachers to fill in the teacher questionnaire (tq) and fixed a time with the teachers for classroom observation. teachers fil

47、led in the general information and indicated the level of endorsement of each of the 25 items using a 5-point likert-type scale comprising the categories "strongly disagree/5 "disagteej "somewhat disagree, somewhat agree/9 "agree/ and "strongly agreed scored as 1 through 5,

48、respectively; then they responded to the 2 open questions concerning with teachersopinions and suggestions of the new curriculum (see table 2).table 2. the 2 open questions in the teacher questionnaireplease write down your opinions and suggestions of the new curriculum1.themostobvious changes2. the

49、 most urgentproblems to besolvedas is shown in table 2, question 1 tells whether teachers have noticed the most obvious changes of the curriculum. and question 2 enables the author to perceive the teachers9 most concern, which would serve as a basis to find out whether teachers adopted particular te

50、aching strategies to enhance their students weak point, since they have noticed where the problems lied.3.2.2 classroom observationas there may exist a discrepancy between teachers' beliefs and behavior, and apart from this, teachers may overstate or understate the beliefs underlying their actua

51、l practice. therefore, whether teachers teach in accordance with their beliefs can only be revealed from the observation of practical teaching.hence, the second data collection method was based upon a substantial classroom observation log. the researchers recorded 10 periods of english classes of ev

52、ery subject school. the 10 english classes were not specifically chosen, but observed at random, generating a thorough and objective data. the observation focused on classroom activities, multimedia applied, textbook dealt, assessment forms, and optional courses, etc.3.2.3 the interviewin order to c

53、omprehend more about how teachers9 beliefs guide their behavior, and what teachers usually take into account in their teaching, face-to-face interviews were added, and the interview with teachers was semi-structured. table 3 shows the outline of the interview.table 3. outline of the semi-structure i

54、nterviewinterview subject: senior high english teachers in guangzhou how do you usually design a lesson? and what about activities? how do you like the present textbook? and how do you apply it?(3) do you think it is necessary for students to enhance their cultural awareness?how do you help your stu

55、dents enlarge their scope of background knowledge?the author arranged interviews with 12 senior one english teachers from 6 schools (comprising type a, type b and type c schools) in gz, 2 teachers from every subject school participated in the interview. the interviews were recorded implicitly by mp3

56、, and were transcribed into written language later.324 data analysisall data were analyzed using the statistical package for social scientists (spss), release 10.0 and microsoft excel, release 2003.mean and standard deviation of the tq were analyzed by using descriptives; histograms were generated b

57、y using excel to illustrate the results more plainly. and within-group differences of 25 teachersbeliefs of the 6 subject schools were analyzed by using one-way anova.chapter four results and discussionafter all the data were collected, the author began to arrange the data and analyze them. firstly,

58、 the author sorted out all the received questionnaires. and found out the valid percent of the tq was 100%. table 4 indicates the general information of the questionnaires obtained from the 6 schools.table 4. information of the received tqquestionnairereceivedvalidinvalidvalid percentnumber25250100%4.1 status quo of the teachers9 beliefs4.1.1 mean and std. deviation of the tqstarting from data analysis, the author carried out descriptive statistics analysis to analyze the tq, showing that all the means of the 5 beliefs are within the range of “3.5 to 44； therefore