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ed up or a process of acquisition with which teachersare not supposed to interfere. (E.g. Krashen 1981, 1982). However,according to Mediation theory, the essence of teacher is to facilitatethe process of language understanding so as to advance them tonext level of learning.It is still a hot debated controversy as to what extent the teach ers should give instructions concerning linguistic rules acquisitionin language teaching. Divergence still exists between people who at tach great importance to instruction and those who are against it.Some researchers such as Ellis (1984) suggest that instructionhelps only when learners are ready to acquire the form well withinthe reach of learners’ZPD. In his‘teach ability hypothesis’, Pi enemann(1989) also make a reference to this concept, postulatingthat teachers’instruction can enhance the acquisition of languageonly in the case that the form to be taught should be just closeenough to their next stage while not be too far beyond their currentcompetence.The rich researches consider the teachers' beliefs as a think ing activity influencing the classroom organization, and the method ology. Obviously, we can get teachers' beliefs play an importantrole to the students’study.

2.2 The present researches on teachers’beliefs教师信仰的目前研究

Recently, more and more scholars pay attention to teachers'beliefs and casting light on teacher's active role in education, theycheck the nature, society, application, and significance of teachers'beliefs. Researchers attempt to investigate effective teaching, thatis, how language teachers assess the effect of their teaching in stu dents' language acquisition.Smith (as cited in Freeman& Richards,2003) suggests teach ers' beliefs are teacher's ideas about language teaching and secondlanguage acquisition, while some other researchers hold that thesystem consists of teachers' beliefs about teaching, learning, teach ers and learners.Borg(2001) defines four characters of the definition of teach ers' belief: the truth element, the relationship between beliefs andbehavior, conscious and unconscious beliefs, and value commit ments. He summarizes that beliefs consciously or unconsciouslyare evaluative for they are accepted as truth by the individual, andare tainted with feeling element, and more importantly serve asguidance what you think and what you do. Specifically, he con ceives of teachers’beliefs as pedagogic beliefs or other beliefs inrelation to personal teaching.Teachers’beliefs are referred to as the viewpoints hold by theteachers toward teacher’s role, teaching, learning and students un der real teaching context, including both training experience andindividual experiences of the teachers. It is the primary guidingprinciple of teacher's classroom practice, which may influence theteaching process and student's achievement in learning.The coherency with which teachers’actions reflect what theyclaim to believe would be an important aspect of effective teaching.The notion, therefore, of the teacher-as-reflective practitioner be comes central to our developing views.An awareness of what constitutes an effective teacher is ascomplicated as an understanding of the degree of match or mis match between their uphold theories. As to‘theories-in-action’,teachers are supposed to be aware of the various ways in whichtheir actions and words can affect the learning process occurring intheir classroom.Just looking back into our own learnin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。