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研究背景
Since 2002，the Ministry of Education (MOE hereinafter) has launched large-scalecollege English teaching reform in 180 colleges and universities. The initiative hasbrought about a series of changes to EFL teaching, for instance, promoting computer-andclassroom-based teaching model, strengthening students' autonomous learning ability,focusing on students' English proficiency especially listening and speaking, diversifyingassessment methods and so on. As a consequence of above-mentioned changes, collegeEnglish teachers all start to be concerned about and contemplate on a variety of factorsrelated to their own English teaching and teaching as a whole.Issued in 2007 by the MOE, College English Curriculum Requirements{Requirements hereinafter) noticeably points out that “the quality of teachers is the key tothe improvement of teaching quality, and to the construction and development of collegeEnglish program. Colleges and universities should build a faculty team with a goodstructure of age, educational backgrounds and professional titles，lay emphasis on thetraining and development of college English teachers, encourage them to conductteaching and research with a focus on the improvement of teaching quality, createconditions for them to carry out relevant activities in various forms, and promoteeffective cooperation among them, so that they can better adapt to the new teachingmodel. Meanwhile, opportunities should be created so that the teachers can enjoysabbaticals and engage in advanced studies, thus ensuring sustainable improvement intheir academic performance and teaching methods.，，(MOE，2007: 29) In order tofacilitate the development of individualized learning methods and autonomous learningability on the part of students, Requirements make specific suggestions for collegeEnglish teaching model and advocate the "introduction of computer-and-classroom-basedteaching models so as to remold the existing unitary teacher-centered pattern of languageteaching，,. (MOE, 2007: 19) Changes in the teaching model by no means call for changesin teaching methods and approaches only，but more importantly, consist of changes inteaching philosophy and practice, and “in a shift from a teacher-centered pattern, inwhich knowledge of the language and skills are imparted by the teacher in class only, to astudent-centered pattern, in which the ability to use the language and the ability to learnindependently are cultivated in addition to language knowledge and skills, and also tolifelong education geared towards cultivating students' lifelong learning ability." (MOE,2007)College English teaching reform and new College English curriculum standards putforward new requirements for the majority of English teachers, who are supposed toenhance teaching ability by changing their ideas, updating teaching philosophy, enrichingexpertise，mastering modern educational technology and enhancing teaching competence.College English teaching reform also means opportunities for teachers' personaldevelopment. They can implement new teaching model in classroom practice, experiencechanges in teaching practice, summarize and reflect on the losses and gains of teaching.All these help them to continuously improve their own teaching and academicperformance and achieve professional development in the long run.

1.3 Research Significance研究的意义
In such a context, this study, based on in-depth interviews of first-tier collegeEnglish te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。