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,  questionnaires,  class observations and interviews and are analyzed and discussed in the perspective of foreign teachers’ main characteristics in primary schools, their positive and negative functions on  cultivating  students’  listening  and  speaking  ability,  their  underachieving  positive functions  on  cultivating  students’  listening  and  speaking  ability  and  causes  generating the inefficient usage of foreign teachers. Based on the analysis, the author discusses the ways to improve the management of foreign teachers.  

4.1 Characteristics of foreign teachers on teaching profession 

Questionnaires  were  used  in  this  process.  12  questionnaires  among  foreign teachers were used to get the basic information about them, like education background, working  experience  and  so  on.  Questionnaires  among  30  students  at  Grade  Three  in school A tried to know about students’ evaluation or needs of foreign teachers’ classes.  The  author  implemented  questionnaires  among  12  foreign  teachers  who  worked in  the  primary  schools  in  JinJiang  District,  Chengdu.  The  table  4.1.1  can  show  their information of education level, major, interests, work experience, etc..  From  the  results  of  questionnaires,  we  can  note  that  only  half  of  the  foreign teachers are from the English speaking countries such as the UK and the USA. What’s pleasant  is  that  all  the  foreign  teachers  are  undergraduates,  while  none  of  them  are education experts. Only 16.67% teachers have learnt how to teach English language as first  or  second  language,  and  all  of  them  have  the  experience  of  teaching  English, mainly  teaching  English  listening  and  speaking.  None  of  them  had  the  experience  of TESOL. Thus their advantages are English native speaker, good education background and education related work experience.  

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Conclusion

Foreign  teachers’  advantages  are  English  native  speaker,  good  education background and education related work experience. The disadvantages are that, firstly, they don’t have the systemic education theories and methods of teaching English as first or second language. Secondly, all of them teach English in China at temporary. Thirdly, the non-native-speaker and non-English teaching major are their weakness. According to the results of standard tests, classroom observations and interviews, foreign teachers’ positive functions on cultivating students’ listening ability are visible. But they don’t play the expected functions on cultivating students’ speaking ability, for which students in school A get the similar score as compared with the students in school B.  The  underachieving  positive  functions  played  by &nbs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。