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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:5564
论文字数:20300论文编号:org201210201055179965语种:英语 English地区:中国价格:$ 66
关键词:teachers’ beliefsclassroom practicecorrelation
摘要:The study of teacher’ beliefs have received much attention in recent years. It has become a part ofthe process of how teachers understand their work. However, there are still inadequacies on researchabout EFL teachers. Few studies appeared to research on teachers in newly-built-college.
Ⅱ Literature Review .......................14-29
2.1 Teachers’ Beliefs ....................... 14-17
2.1.1 Definition of ....................... 14-15
2.1.2 The Nature of ....................... 15-16
2.1.3 The Role of ....................... 16-17
2.2 EFL Teachers’ Beliefs ....................... 17-22
2.2.1 Contents of EFL ....................... 17-20
2.2.2 Sources of EFL ....................... 20-21
2.2.3 Teachers’ Beliefs Impact on .......................21-22
2.3 Beliefs and professional ....................... 22-24
2.4 Relevant researches about ....................... 24-25
2.5 Researches on Teachers’ Beliefs and ....................... 25-27
2.6 Limitations of previous researches .......................27-29
Chapter V Conclusion
5.1 Major findings
The major findings of the present study can be revealed from the following aspects:Firstly, most teachers in newly-built-colleges share the same core beliefs on English learningand teaching, and roles of teachers and learners.Secondly, classroom practices of non-English major teachers are both consistent andinconsistent with their beliefs. From data analysis we find the inconsistencies between teachers’beliefs and practices concentrate on: 1) writing, listening and speaking and dictation exercises arenot arranged by teachers frequently although they confirm the importance in English learning; 2)choosing teaching contents and materials are almost impossible for teachers; multi-mediaequipments are not been fully used; teaching process and evaluating standards are decided almostby teachers rather than discussing with students; emphasizing too much on CET-4; 3) teachersplay an controlling role in class practice and usually work like language translators.Thirdly, the factors attribute to the inconsistencies between beliefs and practices concernsabout learners, teachers and colleges.
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