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dly, it is of great significance to pre-service teachers. The study of the difference ofboth teachers' teaching behavior can provide some useful information on what kind ofqualities pre-service teachers lack and therefore, offer some empirical teaching suggestionsfor normal universities.Finally, the study can provide empirical suggestions for teacher training organized byschools and governments.

1.3 Structure of the thesis
The thesis consists of five chapters, and its layout is stated as follows.Chapter one is introduction which introduces the background of the research thatincludes the question raising and its reason, the significance of the research and the structureof the thesis.Chapter two is literature review where previous studies about the teaching behavior ofexpert and novice teachers at home and abroad are displayed. In addition, the theoretical basesare also presented in this chapter.Chapter three is a detailed explanation of the research design which consists of thesubjects, observed teaching tasks, classification of English teachers' teaching behaviors,research method and research procedures.Chapter four is the data analysis and discussion. To link theory with practice, the authorpresents some teaching cases and items from an observation worksheet for analysis anddiscussion.Chapter five is the conclusions and implications. Major findings of the study aresummarized in this chapter. Besides, the implications and limitations with suggestions forfuture research are also displayed.

2. Literature Review

This chapter will review the previous researches about the definition of expert andnovice teacher as well as teaching behavior, and then theories used in this study will begeneralized.

2.1 Some attempts to define expert and novice teacher

2.1.1 Teachers' developmental stages
Researchers (Bolam, 2000; Harland and Kinder, 1997; Lee, 1995) suggested thatteachers pass through a number of developmental stages as they progress from beginner toexpert practitioner.Some researchers associate different concerns with different stages of a teacher’sdevelopment. The most widely cited model was developed by Fuller (Fuller, 1969; Fuller andBrown, 1995), who believed that teachers generally pass through three developmental stages:concern for self (primary survival as a teacher); concern for the task (focusing on actualperformance) and concern for impact (relating to positive influence upon pupils).Some others have different views about teachers' developmental stages. David Berliner(Berliner, 1988) speculates that the novice stage might last for the first year of teaching andthat most teachers would reach the third stage (competence) within three or four years. Only amodest proportion of teachers move to the next stage of proficiency, and even fewer to theexpert stage.Chinese scholars (Meng Yingfang, Lian Rong and Guo Chunyan, 2004) agree with thedivision of three phases,“novice —proficient—expert level". Wang Xiyou (Wang Xiyou,2004), taking all factors such as knowledge background, professional skills and thinkingdevelopment into consideration, thinks that there are four phases, "pre-service phase (concernfor individual future development); novice phase (concern for primary survival as a teacher);proficient phase(concern for situation) and expert phase (concern for students).

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