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BR>In minority areas, most teachers are poor in major and can not develop their function in English teaching. Their “four language skills” are poor. They speak with dialect accent. Their pronunciation and intonation are not correct and deficiency ability to change English knowledge into English skills. So they can not give a good example to students.
Earl W. Stevick (2006) pointed out that: “we may continue to affirm that the learning is in some ways ‘central’ to what we do. But we should at the same time remember that there are other functions for which our society, and our students themselves, demanded that the teachers stand steadfast at the center of language education.” The teacher’s function can not be replaced.

Table1 Degrees

 Bachelor’s degree Secondary specialized school Other degree English major
In the modern cities  15% 80% 5% 78%
In minority areas 0% 60% 40% 57.3%

Table 2 Ages

Age  Under 30 30~39 40~49
In the modern cities 45% 37% 18%
In minority areas 68% 16% 17%

1. Degrees
Compared to teachers’ degrees in modern cities, teachers’ degrees were lower in minority areas. It shows in the Table1, 60% teachers graduated from secondary specialized schools or high schools in minority areas, whereas in the modern cities, there are 15% teachers obtained bachelor’s degrees, and teachers graduated from junior college reach to 80% in a total.
From the collected statistics in the Table1, it is also found that 57.3% teachers graduated from English major in the minority areas, that is to say 42.7% teachers graduated from non-English major and have not received systematic and further English learning. The non-qualified teachers have led to a bad effect in English teaching in the long run.
2. Age
Table2 reveals that the teaching staff is very young, especially in minority areas. Teachers’ age under 30 years is more than 68%. Most young teachers are giving up their profession in search of more lucrative careers because of long working hours, unsatisfactory living conditions and low pay. This causes the teaching staff in an unstable situation.
B. Teacher’s concept of language teaching.
After talking with minority areas’ teachers, I found most teachers relay on textbooks. Students are required to have a mid-term exam and a terminal examination each term and student’s grades are usually regarded as a chief means of evaluating teaches’ educational performance. Teachers have to work hard to help their students to meet the yearly entrance examination to a higher educational level. Hence, they focus on the detail analysis and explanation of language points or grammar items concerned, mainly in Chinese so that their students can easily understand and win high marks in the examination. But they pay little attention to student’s communication.
1. The characteristic of language function of English
English is quite different from other subject. English is a kind of languages. The function of a language is not to test of the grammars, but to communicate. So teachers should pay more attention to the communicating function rather than grammars.
2. Syllabus
According to English syllabus for Nine-Year compulsory, the goal of English course is on the basic of students’ language skill and knowledge, sensibility and attitude, tactics of study and cultural consciousness. So, teachers should aim at developing integrative ability of using English.
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