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1、SOUTH CHINA NORMAL UNIVERSITYSCHOOL OF FOREIGN STUDIESA STUDY ON TRANSFERRED TEACHERS ENGLISH PRONUNCIATIONA Case in Guangdongby Supervised by A senior thesis submitted to School of Foreign Studies,South China Normal University in partial fulfillmentof the requirements for the degree of Bachelor of
2、ArtsJUNE, 2014Declaration of AuthorshipABSTRACTQuality 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 new National English Curriculum requires that English should be
3、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 graduation from a training program called “In-service Training
4、 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 transferred teachers concerning consonants and vowels. The goal i
5、s 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 transferred teachers were chosen as our subjects. The study
6、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. 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
7、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。 Table of ContentsABSTRACTI中文摘要IIChapter One Introduction11.1 Background11.2 Significance of the Empirical Study11.3 Purpose of the P
8、resent Study11.4 Structure of the Present Study2Chapter Two Literature Review32.1 Definition of Teachers Beliefs32.2 Teachers Beliefs and Teaching Behavior32.3 The Expected Teachers Beliefs of the New Curriculum4Chapter Three Method53.1 The Participants53.2 Procedures5Chapter Four Results and Discus
9、sion84.1 Status Quo of the Teachers Beliefs84.2 The Relationship between Teachers Beliefs and Their Teaching Behavior104.3 Teachers Most Concern in Course Planning13Chapter Five Conclusion and Research Implications155.1 The Importance of Teacher Training155.2 Modification of the Assessment System175
10、.3 Offering Adequate Teaching Facilities17References20Appendix I18Appendix II19ACKNOWLEDGEMENTS21Chapter One Introduction1.1 BackgroundThe 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 educati
11、on, fruitful 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
12、is one thing, and how they apply them in actual teaching is another thing.1.2 Significance of the Empirical StudyAs 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
13、teaching 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 signific
14、ance to these sorts of research (Floden & Klinzing 1990; 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) addres
15、ses that teachers develop by collecting data and reflecting.1.3 Purpose of the Present StudyTeachers 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 abou
16、t teachers beliefs 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 ga
17、p. Furthermore, many 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 & Jiang (2005) also carried out a study upon 3 teachers. Hence, another motivation for this study was to make a survey in cons
18、iderable width and breadth.The present study tries to find out the relationship between teachers beliefs and their practical teaching behavior in the New Curriculum context, and in the meantime, to find out significant proposals for teacher training and provide educators with valuable perspectives o
19、n teaching and curriculum development.1.4 Structure of the Present StudyStarting from definition, the author first of all found out some experts definition of “teachers beliefs”, and then summed it up to be a much plain one. Then the author proceeded to make analysis of the questionnaires, aiming at
20、 finding out the status quo of teachers beliefs in GD Province. After that, the author made further analysis on the classroom observation log, trying to find out whether the teachers teaching behavior was consistent with their articulated beliefs. Finally, face-to-face interviews were conducted to f
21、ind out how teachers beliefs guide their behavior, and what teachers usually take into account in their course planning. Chapter Two Literature Review2.1 Definition of Teachers BeliefsDefinition of beliefs may vary according to different experts. Sigel (1985) defines beliefs as mental construction o
22、f experience, which guides behavior. Nespor (1987) and William & Burden (1997) define it as values and attitudes of the world and is also predictor of behavior. To be brief, beliefs tell behavior.In 1992, Pajares made a definition of “teachers beliefs” as teachers attitudes about education, about sc
23、hooling, teaching, learning, and students (Pajares 1992). Nespor (1987), Woods (1996) and William & Burden (1997) found teachers beliefs is far more influential than knowledge in determining classroom work. Breen et al (2002) also infers that teachers beliefs and experiences strongly influenced clas
24、sroom work. From all the above definitions, the author summed up “teachers beliefs” to be teachers attitudes about teaching and learning, which will affect everything they do in the classroom teaching.2.2 Teachers Beliefs and Teaching BehaviorThe western countries had gone through 3 decades in the r
25、esearch of the relationship between teachers beliefs and teaching behavior. Freeman (2002) subdivides the period into 3 broad time frames: work leading up to 1975, the decade of change (1980-1990), and the decade of consolidation (1990-2000).Since the 80s, an array of empirical studies of teachers b
26、eliefs and teaching behavior have been carried out. Freeman (2002) probed the impact of teachers mental lives, prior knowledge, social and institutional context, etc. on teaching behavior, and found teachers beliefs to have a powerful influence on their behavior. Actually, how teachers beliefs shape
27、 their behavior in classroom teaching has been studied in various ways (Meighan 1990; Woods 1996; Smith 1997; Breen et al 2001; Borg 2003; Burns 2005).Chinese researchers have begun to set about studying teachers beliefs and teaching behavior in recent years (Wang 2002; Xia 2002; Sun 2005; Lou & Lia
28、o 2005).All these studies collectively show that classroom activities are highly influenced by teachers beliefs. However, some researchers found their subjects to behave the other way round. Argyris & Schn (1974, 1987) argue that there is almost always a discrepancy between teachers beliefs and the
29、ways teachers act (William & Burden 1997). Sun (2005) addresses that the most prominent problem in English classroom teaching to be the gap between the newly acquired teaching beliefs and the educational practice. Wang (2002) and Lou & Liao (2005) also found such a discrepancy between their subject
30、teachers behavior and beliefs. If there really exists such a discrepancy, the teaching may be inefficient or even confusing, which may bring about a series of problems in teaching and learning.2.3 The Expected Teachers Beliefs of the New CurriculumChances are that given better teaching, learners wil
31、l learn more. The new era of education calls for improved teaching beliefs and behavior as instruments to facilitate and improve student learning. The newly implemented curriculum put forward five teachers beliefs as follows:Focusing on common foundation, preparing for further development;Offering v
32、arious 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, encouraging continuous development. （cited from Senior English Curriculum 2003:2-3）As
33、 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, fruitful teaching outcome would be yielded. However, the questions are: Whats t
34、he 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 carried out a survey of teachers beliefs and teaching behavior in GD Province.Chapter
35、Three MethodThe 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 section based on the 5 guidelines of the New Curriculum in senior high published by the
36、 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 observation log (comprising general information and a 10-period classroom observation log (See
37、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 the survey instruments. 3.1 The Participants10 schools from 5 of the cities in GD Provi
38、nce 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 Shantou (汕头), respectively. 10 researchers divided the 10 schools among them during their tea
39、ching 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 teachers. 18 worked in Grade One, and 9 worked in Grade Two. There were 17 female and 10 male teacher
40、s. 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 Curriculum training. Table 1. The Teachers CharacteristicsGenderGradeCurriculum TrainingAverag
41、e Teaching Experience (year)MaleFemaleOneTwoReceivedNot YetNo.101718926112.7For 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 res
42、ults and discussions were based on 6 schools.3.2 Procedures3.2.1 The Teacher Questionnaire SurveyFirstly, the researchers invited the teachers to fill in the Teacher Questionnaire (TQ) and fixed a time with the teachers for classroom observation. Teachers filled in the general information and indica
43、ted the level of endorsement of each of the 25 items using a 5-point Likert-type scale comprising the categories “strongly disagree,” “disagree,” “somewhat disagree, somewhat agree,” “agree,” and “strongly agree,” scored as 1 through 5, respectively; then they responded to the 2 open questions conce
44、rning with teachers opinions and suggestions of the New Curriculum (see Table 2). Table 2. The 2 Open Questions in the Teacher QuestionnairePlease write down your opinions and suggestions of the New Curriculum1. The most obvious changes 2. The most urgent problems to be solved As is shown in Table 2
45、, Question 1 tells whether teachers have noticed the most obvious changes of the curriculum. And Question 2 enables the author to perceive the teachers most concern, which would serve as a basis to find out whether teachers adopted particular teaching strategies to enhance their students weak point,
46、 since they have noticed where the problems lied.3.2.2 Classroom Observation As there may exist a discrepancy between teachers beliefs and behavior, and apart from this, teachers may overstate or understate the beliefs underlying their actual practice. Therefore, whether teachers teach in accordance
47、 with their beliefs can only be revealed from the observation of practical teaching. Hence, the second data collection method was based upon a substantial classroom observation log. The researchers recorded 10 periods of English classes of every subject school. The 10 English classes were not specif
48、ically chosen, but observed at random, generating a thorough and objective data. The observation focused on classroom activities, multimedia applied, textbook dealt, assessment forms, and optional courses, etc.3.2.3 The InterviewIn order to comprehend more about how teachers beliefs guide their behavior, and what teachers usually take into account in their teaching, face-to-face interviews were added, and the interview with teacher
