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fs by a good number ofresearchers in recent years. And much evidence indicates that what teachers behaveand decide are greatly affected by the beliefs they hold which turn out to be acomplicated system.In the following sections, some relative terms and notions of teachers’ beliefswill be explained and illustrated in detail. To fully understand teachers’ beliefs, there is necessity to figure out thedefinition of beliefs. However, it is very difficult to define and evaluate beliefs as theyhave been studied in a variety of fields, which has resulted in diverse meanings.Therefore, the community of educational researchers has been incapable of adopting aclear working definition.Rokeach (1986) defined beliefs as simple propositions, inferred from what a mansays or does consciously or unconsciously, capable of being preceded by the phrase “Ibelieve that…”.Abelson (1979:356) defined “beliefs in terms of people manipulating knowledgefor a particular purpose or under a necessary circumstance.” Shrum, Eiseliliart,Cuthbert and Cuthbert (1988:53) stated “a belief was a way to describe a relationshipbetween a task, an action, an event or another person and an attitude of a persontowards to.”
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2.2 Language Teaching Perspectives Influencing English Teachers’Beliefs
The development of SL/FL teaching and learning theories is affected not only bythe SLA, a newly risen research field, which has been considered as an importantdiscipline. And also it absorbs many thoughts from education, psychology andlinguistics. Thus, numerous SL/FL teaching methods has been emerged, such asgrammar-translation method, communicative language teaching method,audio-lingual method and natural approach etc. And as a worldwide phenomenon,traditional teaching beliefs and pedagogical practice in foreign language teachingexist not only in China, but also in many other countries.In the nineteenth century, linguistics, as a fledging discipline, was keen to nameitself as a science on a par with the natural science, which was affected by DarwinianEvolution. And linguistics was what they called “comparative philology” at that time.What’s more, written language was considered as more important than spokenlanguage in the field of language teaching and learning. Therefore, the central task oflanguage teaching at that time was to teach grammar rules in western countries. Andmany schools, especially the elementary schools, were even called grammar schools.In addition, grammar study was considered as a branch of scientific researchfield by linguists. And they did not concern what happened in the classrooms.
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Chapter Three Research Methodology .....25
3.1 Research Questions ......... 26
3.2 Participants .... 26
3.3 Instruments .... 27
3.3.1 Questionnaire ......... 27
3.3.2 Semi-structured Interview ........ 31
3.4 Data Collection and Analysis ...... 32
3.4.1 Data Collection....... 32
3.4.2 Data Analysis.... 33
Chapter Four Results and Discussion .......34
4.1 Orientations of English Teachers’ Beliefs ..... 34
4.2 Variations of English Teachers’ Beliefs......... 35
Chapter Five Conclusion ....47
5.1 Major Findings .... 47
5.2 Pedagogical Implications ...... 48
5.3 Limitations of the Study ........ 49
5.4 Suggestions for Further Research ..... 50

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