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hools, especially insome remote, poor and southwestern area. In the autumn of the year 2011, the firsttuition-fee normal students successfully graduated and took part in their educational career.Up to now, they have been worked for over half a year. The policy has been hotlywelcomed and discussed the moment it restarted in 2007. More and more attention hasbeen paid on how this policy is carried, such as whether these tuition-free normal studentsare qualified, whether there is anything different between the regular normal educationand tuition-free normal education, and how they would do in their professional teachingcareer. Now searching on the internet and it could be found that there are researches ontuition-free students, most of which are about the policy itself, or general analysis of tuition-free students' learning motivation and future professional development. Most ofresearches are done under the general concept of tuition-free normal students while fewerfocus on their majors and profession. Tuition-free normal English major, as an importantand huge part of tuition-free students, should gain more focus. For an English normalstudent and future teacher, the pre-service stage, which is the 4 years in the college, is themost important period for them to enlarge their professional knowledge, equip them withprofessional skills and get ready for future destiny. With analysis on this stage it could befound out that whether the current policy is matched with cultivation, how tuition-freestudents respond to the education they have accepted, and also the advantage anddisadvantage in the training process. It had been mentioned that the first tuition-freenormal students have worked in their schools over half a year. With the investigation intothese new teachers it could be learnt that whether what they learned fits what they do, andfrom their working experience it can be known that where the policy and cultivationshould be reinforced and improved. With these detailed feedback and information, muchcould be done to promote the current tuition-free education policy, not only for Englishstudents, but also for all in general.

Chapter Two Literature Review

In this chapter, the relevant literature will be reviewed. The review includes thelanguage teacher education, the classification of teacher knowledge, the study intotuition-free education and the current cultivating scheme.

2.1 The studies of language teacher education
Teacher education is a systematic project and it has been discussed for a long time allover the world. Richards and Nunan(1990) make a clear definition on teacher education.They believe that teacher education is "characterized by approaches that involveprospective teacher in developing theories of teaching, understanding the nature of teacherdecision making, and strategies for critical self-awareness and self-evaluation."Widdowson(1991) adds that education provides for situations which cannot beaccommodated into preconceived patterns of responses but which require a reformulationof ideas and the modification of established formulae. Teacher training are the activitiesdirectly focused on a teacher's present responsibilities and is typically aimed at short-termand immediate goals (Jack C. Richards, 2005). All these show that teacher educationshould provide professional knowledge and skill training to make qualified teachers. As abrunch of teacher educatio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。