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eachers.........46
4.3.1 Results of the Research......46
4.3.2 Discussion ........49
Chapter Five Conclusion.......55
5.1 Major Findings .........55
5.2 Pedagogical Implications .....56
5.2.1 Pedagogical Implications for University and College .......57
5.2.2 Pedagogical Implications for Teachers ......61
5.3 Limitations of the Study .......63
5.4 Suggestions for Further Study ....64

Chapter Four Results and Discussion

4.1 The Status of Learning Ecology of College English Teachers
Among the 93 valid returned questionnaires, the distribution of basic personalinformation of subjects is shown in the following two tables. There are 67 female college English teachers (accounting for 72%) and 26 malecollege English teachers (28%) participating in the questionnaire research. Thenumber of female teachers is significantly bigger than that of male teachers. Their ages are all above 25 years and the number of teachers who are in the age group of35-44 is the most, accounting for 46.24%. The average time for teachers requiredfor promotion centers on the range of “9 and above”. 6 teachers haveteaching seniority of 1-5 years (the smallest group, only accounting for 6.45%), 12teachers 6-10 years, 35 teachers 11-15 years and 40 teachers 16 years and above (thebiggest group, accounting for 43.01%). The most teachers have a professional title ofassociate professor (39.78%), followed by professor (33 teachers, accounting for33.33%) and lecturer (20 teachers, accounting for 21.51%). Only 5 teachers areassistants, accounting for 5.38%. In terms of educational background, all the teachersare under-graduates and above. The most teachers are graduates with Master Degree(67 teachers, accounting for 72.04%), followed by under-graduates (18 teachers,accounting for 19.35%). The least teachers are graduates with Doctor Degree,accounting for 8.60%.

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Conclusion

Generally speaking, the status of learning ecology of college English teachers ispositive. Most teachers have known that learning was for self-renewal, motivated bythe needs of self-development and students’ better development. All teachers hadmuch time for self-learning although the duration is various and they had learnt manycontents by applying many sorts of learning methods according to their own needsand interests. Many teachers showed their different suggestions for promoting teacherlearning, for instance, schools’ cooperation, peer-coaching among teachers orincreasing the time and funds for learning, which reflects a fact that teachers have hadgreat concern on improving their learning. What’s more, most teachers emphasizedthe importance and validity of setting up different learning themes according to thedifficulty that teachers confront to ensure learning efficiency. Owing to these goodfacts, learning outcomes of many a teacher were relatively significant, many teachershaving gained rich teaching and research achievements.
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Reference (omitted)

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