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Chapter One Introduction

1.1 Background of the Present Study
From the constructivist perspective, learners construct knowledge systemactively and learning process occurs through the social interactions within the culturaland social environment. This has a significant impact on the language teaching,urging the college English teachers to use student-centered teaching methods. It alsoattaches importance to the social context, in which language learning and using takesplace. In the College English Curriculum Requirements, teaching mode should beturned from teacher-centered to student-centered. And the interactions betweenteachers and students are highly recommended.In principle, constructivist teaching mode is different from the traditional one,which is characterized by the grammar-translation method. In order to achieve thepurpose of the college English curriculum reform, numerous factors includingteachers, students and social context should be taken into consideration, among whichteachers are the most important one, for teachers are the guides, decision makers andimplementers of the reform. And their decisions and changes in teaching have a directinfluence on students’ learning process and the curriculum reform. However, teachers’ classroom teaching is very dynamic and complex, for variousaspects should be taken into account when teachers make changes in their classroomteaching, and their classroom teaching must consider the characteristics and needs ofstudents. Therefore, teachers’ classroom teaching cannot be defined as solelytraditional or constructivist since they are actually two ends of a continuum.According to this viewpoint, the term “orientation” is used in the present study todescribe teachers’ teaching practice, which consists of the traditional andconstructivist perspectives.
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1.2 Purpose and Significance of the Present Study
Taking what is mentioned above into account, more studies on college Englishteachers’ beliefs are needed in China, especially in the context of curriculum reform.This study attempts to make an overall investigation and comparison of theorientations of college English teachers’ beliefs in two different types of colleges, intraditional perspective and constructivist perspective, aiming to discover the disparities between the English teachers’ beliefs in two colleges, in differentdimensions of teachers’ beliefs and with respect to educational background, genderand age.The significance of the present study, first of all, lies in its theoretical support tothe researches on college English beliefs in China. Secondly, its practical significancelies in having the college English teachers equipped with a profound understanding ofthe college English curriculum reform; at the same time, making them aware of thenecessity to update their beliefs. Furthermore, hopefully, this study may have thepolicymakers in education take teachers’ beliefs into account when designing anddevising curriculum as well as syllabus. Lastly, this tentative study provides Referencefor the assessment of college English curriculum as well as foreign language teachers’professional development in Shandong Province.
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Chapter Two Literature Review

2.1 Teachers’ Beliefs
Increasing attention has been paid to teachers’ belie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。