1、自考 本科英语毕业论文范文标准 A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS ENGLISH PRONUNCIATION A Case in Guangdong A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS By JACKIE LAM Supervised by Prof. Noble Hofmann SOUTH CHINA NORMAL UNIVERSITY, GUANGZHOU, P.R. CH
2、INA JUNE, 2006I ACKNOWLEDGEMENTS The completion of this study could never have been possible without the assistance of many people related. First and foremost, I would like to show my heartfelt gratitude to my supervisor, Professor XXX. Knowledgeable and responsible, Prof. X provided me with valuabl
3、e guidance and support in every stage of writing this thesis. He made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis. Thanks are due to Associate Professor XX, Miss YY and Miss PP, who helped me a lot in
4、 collecting data. I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work. Last but not least, I want to acknowledge my debt to the six
5、transferred teachers, who spent time in providing the oral materials when having their hands full.II ABSTRACT Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students elementary learning. In 2001, as the n
6、ew National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named transferred teachers came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after g
7、raduation from a training program called In-service Training for Transferred Teachers. By far, these teachers have been teaching English for over four years, but there have been few follow-up researches on their pronunciation up till now. The present study investigates on the pronunciation of transf
8、erred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary English teaching. As time was limited, six t
9、ransferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers. Key Words： the first， the second， the thirdIII 中文摘要 教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶
10、段的学习起着举足轻重的作用。于 2001 年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。“转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培 训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。 由于时间有限，在 1102 名转岗教师中， 6 名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。 关键词： 关键词 1，关键词 2，
11、关键词 3IV Table of Contents ACKNOWLEDGEMENTS.I ABSTRACT . II 中文摘要 . III Table of Contents . IV Chapter One Introduction. 1 1.1 Background . 1 1.2 Significance of the Empirical Study. 1 1.3 Purpose of the Present Study . 1 1.4 Structure of the Present Study . 2 Chapter Two Literature Review . 3 2.1 Def
12、inition of Teachers Beliefs . 3 2.2 Teachers Beliefs and Teaching Behavior . 3 2.3 The Expected Teachers Beliefs of the New Curriculum. 4 Chapter Three Method . 5 3.1 The Participants . 5 3.2 Procedures. 5 Chapter Four Results and Discussion . 8 4.1 Status Quo of the Teachers Beliefs . 8 4.2 The Rel
13、ationship between Teachers Beliefs and Their Teaching Behavior . 10 4.3 Teachers Most Concern in Course Planning . 13 Chapter Five Conclusion and Research Implications. 15 5.1 The Importance of Teacher Training . 15 5.2 Modification of the Assessment System . 17 5.3 Offering Adequate Teaching Facili
14、ties . 17 Chapter Six Limitations. 18 References . 19 Appendix I . 20 Appendix II . 21 1 Chapter One Introduction 1.1 Background The recent societal trends outline new educational aims designed to create the highly skilled teachers necessary for the 21st century. In such a new phase of education, fr
15、uitful teaching outcome is based largely on new teaching skills, which come from frequent teaching reflection and belief renewal. As a matter of fact, teachers beliefs tend to affect everything they do in the classroom, no matter implicit or explicit. Furthermore, teachers articulated beliefs is one
16、 thing, and how they apply them in actual teaching is another thing. 1.2 Significance of the Empirical Study As education promotion is inevitable in the new phase of education, the best way to promote teaching outcome is to get feedback from teachers and learners and refine teachers beliefs and teac
17、hing behavior. Judd (1981) and Wade (2002) put forward applicable methodology for education improvement based on substantial surveys. Pate et al (1997) consider establishing an integrated, coherent curriculum as their ultimate aim of researches. Many other experts have also endowed great significanc
18、e to these sorts of research (Floden Pajares 1992). And Breen et al (2001) suggests that these researches could be seen as a means to exploring language teaching. In fact, these empirical studies can help to refine teacher beliefs and teaching behavior as well. Mann (2005) addresses that teachers de
19、velop by collecting data and reflecting. 1.3 Purpose of the Present Study Teachers beliefs and teaching behavior have been studied widely in the last decade (Pajares 1992; Smith 1997; Breen et al 2001; Nunan 2001; Wade 2002; Burns 2005). However, only a few qualitative studies about teachers beliefs
20、 have been carried out throughout China, let alone in Guangdong Province. Therefore, there is a gap in this body of qualitative research on teachers beliefs in different areas of GD since the implementation of the New Curriculum. The present study is attempting to help fill that gap. Furthermore, ma
21、ny of the prior researches were carried out on relatively small samples, Woods (1996) made a study of 8 teachers, Wang (2002) targeted at 3 teachers, Zheng Woods 1996; Smith 1997; Breen et al 2001; Borg 2003; Burns 2005). Chinese researchers have begun to set about studying teachers beliefs and teac
22、hing behavior in recent years (Wang 2002; Xia 2002; Sun 2005; Lou Offering various options, catering for personal needs; Optimizing the learning model, enhancing self-directed learning competence; Concerning with students emotion, enhancing cultural awareness; Promoting the assessment system, encour
23、aging continuous development. （ cited from Senior English Curriculum 2003:2-3） As a matter of fact, such beliefs were raised to meet the new demands of our society, to meet the new learning needs of our students. On condition that teachers beliefs and teaching were consistent with the New Curriculum
24、, fruitful teaching outcome would be yielded. However, the questions are: Whats the status quo of teachers beliefs? Do they behave in accordance with their articulated beliefs? And what do the teachers usually take into account in teaching? To find out all the corresponding answers, the author carri
25、ed out a survey of teachers beliefs and teaching behavior in GD Province. 5 Chapter Three Method The survey consisted of 3 instruments: a teacher questionnaire developed by the author (consisted of three sections: Section One-personal data and experience, etc; Section Two-a 25 item teacher belief se
26、ction based on the 5 guidelines of the New Curriculum in senior high published by the Ministry of Education (Item 15 on Belief 1, Item 6-10 on Belief 2, and the rest may be deduced by analogy); Section Three-2 open questions about teachers beliefs and teacher concern) (See Appendix 1); an observatio
27、n log (comprising general information and a 10-period classroom observation log (See Appendix 2); an interview outline (See Appendix 3). A pilot study was conducted in one Type B school from Guangzhou in early September 2005. Based on the feedback from the pilot study, the author made revisions in t
28、he survey instruments. 3.1 The Participants 10 schools from 5 of the cities in GD Province participated in this study. The participants were carefully chosen: the capital city of GD-Guangzhou (广州 ), two peripheral cities-Foshan ( 佛山 ) and Nanhai ( 南海 ), two relatively remote cities-Puning (普宁 ) and
29、Shantou (汕头 ), respectively. 10 researchers divided the 10 schools among them during their teaching practices. However, only 8 schools data were intact and possible for analysis. Altogether, there were 27 teachers from these 8 schools. Table 1 summarizes the characteristics of all the subject teache
30、rs. 18 worked in Grade One, and 9 worked in Grade Two. There were 17 female and 10 male teachers. The teachers had varying degrees of general teaching experience ranging from 1 to 43 years. The average teaching experience across the sample was 12.7 years. Among them, 26 teachers had received the New
31、 Curriculum training. Table 1. The Teachers Characteristics Gender Grade Curriculum Training Average Teaching Experience (year) Male Female One Two Received Not Yet No. 10 17 18 9 26 1 12.7 For the sake of being as objective as possible, School 7 and School 8 also excluded in the following discussions, because only one subject teacher was available from each of these two schools. Consequently, the following results and discussions were based on 6 schools. 3.2 Procedures 3.2.1 The Teacher Questionnaire Survey
