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　　本章提供了一个简要介绍了本研究的四个主要方面，他们的研究背景，研究的意义，目的国税发研究和布局的研究。This chapter offers a brief introduction to four principal aspects of the present study，they are: the background of the research，the significance of the research，the purpose ofthe research and the layout of the research.

　　
　　1.1 Background of the Research研究背景
　　Faced with the great challenges posed by globalization and a knowledge-basedeconomy, China has been initiating a series of educational reform since the beginning ofthis century. New curriculum reform calls for a great number of effective Englishteachers who can adapt themselves to the new trend in educational field. And thecharacteristics of a highly qualified English teacher are definitely connected to theimplicit cognitions that they hold. Since the educational reforms call for changes not onlyin teacher behavior, but also，more profoundly, the relevant cognitions that teachers holdabout language learning and teaching. So it is of great necessity to take a close look atlanguage teachers' conceptions.The past 15 years has witnessed a proliferation of studies on language teachercognitionwhat language teachers think, know and believe——and of its relationship toteachers’ classroom practices (Borg，2006:1-5). Though relatively speaking a neweducational domain of inquiry，teacher cognition has played a central role in deepeningour understanding of the process in language learning and teaching as well as explainingwhat it means to be a qualified teacher.Research into effective teachers has a long tradition both at home and abroad. Since1920s，empirical studies have deepened our understanding of the characteristics of agood teacher (Beishuizen et al.，2001:186). After the early researcher Kratz (1986)，therehas been a surge of interest in the study of effective teachers. In the development of thepractical researches，different perspectives can be viewed in clarifying characteristics ofgood teachers. Some scholars tried to list the qualities that are desired and wished forbeing an ideal teacher (e.g. Zehm & Kottler ,1993; McEwan，2007; Bably，2008)，https://www.51lunwen.org/TeachingEnglish/ whilein most cases, researchers tended to give the definition by categorizing thesecharacteristics into main dimensions (Deng Zhiwei, 1998; Ye Lan，2001; Tang Songlin，2001; Reichel & Amonc, 2009; Chang Xin's et al.，2009; Yang Wei & Guo Yuying，2010).After comparing the required qualities between western countries and China, it indicatessome disagreements. Foreign studies put more emphasis on teachers' professionalqualities and personal qualities，while researchers at home pay more attention to thesocial standards and requirements on teachers, such as professional ethics (Tang Songlin,2001; Wang Weiya, 2008).In many parts of China, nowadays, with the increasing requirements on teachers'professional work，the growing public accountability and the intensifying measurementof educational ‘outcome，，more and more language teachers find it hard to meet thechallenges of the new educational reform. Then what a good second language teachershould be to fulfill the external demands as well as their self-development? Althoughthere have been a lot of achievements on language teacher quality, 'what is an effectiveEFL teacher&q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。