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　　1.1 The Background of the Study研究背景
　　随着实现的关键作用的英语在我国社会发展中,一个综合系统的英语教学在高等教育水平已经在法律在过去30年里开发重点培养学生的语言能力的全面在高等教育With the increasing realization of the critical role played by English in the development ofChinese society, a comprehensive system of English teaching at tertiary level has beensuccessfully developed over the last 30 years with the focus to cultivate the all-round languagecompetence of students in higher education (何其莘等, 2008:427). During the time, variousstudent-centered researches have contributed a lot in tertiary EFL teaching. Entering the 21stcentury, in the inevitable trend of the globalization of education, English language teaching inChina is confronting with both opportunities and challenges. On the one hand, the reform ofELT in higher education is growing vigorously; on the other hand, the deficiency of curriculumdesign, teaching models and the quality of faculties also exists in the field (王雪梅, 2006:47).According to some European educationalists (Vogrinc & Krek, 2008), the effectiveness ofteaching in schools would be substantially improved if teaching were a research-basedprofession and if educational practitioners were to play a central role in carrying outeducational research. https://www.51lunwen.org/TeachingEnglish/ Thus, the call for the shift of the research from students to teachers whoare considered as the guarantee for the teaching with high quality is a prominent feature in EFLat the beginning of the new century. In order to further improve the quality of tertiary Englishlanguage teaching and cultivate more talents with higher English proficiency for the needs ofChinese society, TEFL professionals are encouraged to conduct extensive research for theirsustainable professional development. Additionally, higher education reform in China, startedat the beginning of the century, has created higher demand on EFL teachers by stressingresearch as an important element in teachers’ assessment. All these practical needs andtheoretical arguments point to the necessity and significance of EFL teachers’ engagement inresearch (Bai, 2009).However, according to some surveys in recent years (夏纪梅, 2002:35; 王雪梅 & 张逸岗, 2006:42; 罗之慧, 2006:79; 文秋芳, 2010:77), Chinese tertiary in-service EFL teachers’research performance is not satisfactory. Among which a survey of 245 EFL teachers at threeChinese higher institutions (a national key university, a provincial key institute, and aprovincial university) conducted in 2009 by Bai Li from Queensland University of Technologyin Australia is quite representative. The survey investigated Chinese tertiary EFL teachers’research productivity with regards to their publications such as articles and books and researchprojects they had completed during 2004-2008. The key findings are:Tertiary EFL teachers’ research productivity in each category of research products wasquite low. Large percentage of them did not produce any item in the investigatedcategories of research. They were least productive in conference papers and researchproducts at the national level. The categories of research where the EFL teachers werefound relatively productive were non-core journal articles and provincial projects. (Bai,2009)Thus, the contradiction between the high promotions and low interests of in-service EFLtea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。