A Study on Transferred Teachers’ English Pronunciation--A Case in Guangdong英语专业本科毕业论文格式(定量研究类模板）.doc

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1、SCHOOL OF FOREIGN STUDIESSOUTH CHINA NORMAL UNIVERSITYA Study on Transferred Teachers English Pronunciation-A Case in Guangdong转岗教师英语语音研究：以广东为例byZhang ZehaoSupervised byProf. Zhu QifengA senior thesis submitted to School of Foreign Studies,South China Normal University in partial fulfillmentof the r

2、equirements for the degree of Bachelor of ArtsJUNE, 2014Declaration of AuthorshipI declare that this senior thesis is my own original work. I have already read the SCNUs policy on plagiarism. No part of this senior thesis has been or is being concurrently submitted for any other qualification at any

3、 other university. I certify that the data collected for this senior thesis is authentic. I fully understand that falsification of data will result in the failure of the thesis. Name: _Signature: _Date: _A Study on Transferred Teachers English PronunciationABSTRACTSo far, transferred teachers have .

4、, but there have been few follow-up studies on their pronunciation up till now. The present study investigates on the pronunciation of transferred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training

5、and a year long optional school-based training, are making progress and competent for elementary English teaching. The study was carried out on the basis of a quantitative analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers The results sho

6、w that This study offers some implications forKey words: the first; the second; the thirdIII中文摘要至今为止，转岗教师，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。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，并对录音中其错误进行定量分析。研究结果表明本研究的启示是关键词：关键词1；关键词2；关键词3Table of ContentsABSTRA

7、CTI中文摘要IIChapter One Introduction11.1 Background of the Study11.2 Significance of the Study11.3 Purpose of the Study11.4 Structure of the Study2Chapter Two Literature Review32.1 Definition of Teachers Beliefs32.2 Teachers Beliefs and Teaching Behavior32.3 The Expected Teachers Beliefs of the New Cur

8、riculum4Chapter Three The Present Study53.1 Research Questions53.2 Research Method53.3 Procedures5Chapter Four Results and Discussion84.1 Results84.2 Discussion104.3 Teachers Most Concern in Course Planning13Chapter Five Conclusion155.1 Major Findings of the Study155.2 Implications of the Study175.3

9、 Limitations and Suggestions for Future Research17References20Appendix 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

10、 education, 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

11、beliefs 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 beli

12、efs and teaching behavior. Judd (1981: 38) 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 gr

13、eat significance 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 (

14、2005) addresses that teachers develop by collecting data and reflecting.1.3 Purpose of the Present Study.9Chapter Two Literature Review2.1 Definition of Teachers BeliefsDefinition of beliefs may vary according to different experts. Sigel (1985) defines beliefs as mental construction of experience, w

15、hich 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 schooling, teachi

16、ng, 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 classroom work. Fro

17、m 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 Behavior.Chapter Three MethodThe survey consisted of 3 instruments: a teacher qu

18、estionnaire 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 Ministry of Education (Item 15 on Belief 1, Item 6-10 on Belie

19、f 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 Appendix 2); an interview outline (See Appendix 3).A pilot stud

20、y 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 Participants 改为 Research Questions 10 schools from 5 of the cities in GD Province participated in this study. The part

21、icipants were carefully chosen: the capital city of GD-Guangzhou, two peripheral cities-Foshan and Nanhai, two relatively remote cities-Puning and Shantou We study Guangzhou (广州), Foshan (佛山), Nanhai (南海), Puning (普宁) , and Shantou (汕头) because these cities are representative ., respectively. 10 res

22、earchers 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.3.2 Research Method Table 1 summarizes the characteristics of all the subject teachers. 18 worked in

23、 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 Curriculum trai

24、ning. Table 1. The Teachers CharacteristicsGenderGradeCurriculum TrainingAverage 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 teache

25、r was available from each of these two schools. Consequently, th 3.3 Procedures.Chapter Four Results and DiscussionAfter all the data were collected, the author began to arrange the data and analyze them. Firstly, the author sorted out all the received questionnaires. And found out the valid percent

26、 of the TQ was 100%. Table 4 indicates the general information of the questionnaires obtained from the 6 schools. Table 4. Information of the Received TQ QuestionnaireReceivedValidInvalidValid PercentNumber25250100%4.1 Status Quo of the Teachers Beliefs4.1.1 Mean and Std. Deviation of the TQ4.1.2 A

27、Comparison of Teachers Beliefs in Every Subject School4.2 The Relationship between Teachers Beliefs and Their Teaching BehaviorTo find out whether teachers teach in light of their beliefs, analysis of the answers to the 2 open questions in the TQ was conducted. With the teachers most concern in mind

28、, further analysis on whether teachers adopted particular strategies to tackle the obstacles was directed.4.2.1 Teachers Articulated Beliefs4.3 Teachers Most Concern in Course Planning Chapter Five ConclusionThe present research carried out a survey of the status quo of teachers beliefs and their te

29、aching behavior in the New Curriculum context in Guangdong Province by means of questionnaire, classroom observation log and interview. By intensive analysis, the author found that firstly, teachers beliefs differed significantly from one school to another; secondly, teachers in most schools teach i

30、n accordance with their beliefs, whereas some teachers behavior was disjointed from their beliefs, although they showed that they “Strongly agree” with the New Curriculum in the TQ. In the meantime, the author got a pleasant surprise to find that one out of the 6 subject schools, a school from Shant

31、ou, had a relative conformity in practical classroom teaching and teachers beliefs. Finally, a more intensive analysis was made to find out the teachers difficulties in renewing their beliefs or applying their beliefs into teaching. All of the above findings stimulated the author to reflect and resu

32、lted in much enlightenment. The findings from the study suggested that impact of varying social and institutional context played a significant role in teachers thinking and action. And teacher training should always take the leading role in the long run of educational reform. To be more specific, 3

33、implications generated from the study. They were related to teacher training, assessment system and teaching facilities, respectively.5.1 Major findings of the study5.2 Implications of the study5.3 Limitations and suggestions for future researchAppendix IAppendix IIReferencesAnderson, A. & T. Lynch.

34、 1988. Listening M. Oxford: Oxford University Press.Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy M. Beijing: Foreign Language Teaching and Research Press.Cohen, A. 1998. Strategies in Learning and Using a Second Language M. New York: Longman.Goh, C.C.M. 2007

35、. Teaching Listening in the Language Classroom M. Beijing: Peoples Education Press.Hedge, T. 2000. Teaching and Learning in the Language Classroom M. Oxford: Oxford University Press.McDonough, J. & C. Shaw. 2005. Materials and Methods in ELTA Teachers Guide M. Beijing: Peking University Press.Pearse

36、, E. & P. Davies. 2008. Success in English Teaching M. Shanghai: Shanghai Foreign Language Education Press.Skierso, A. 1998. Textbook selection and evaluation A. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language C 112-133. New York: Longman.Spratt, M. & A. Pulverness. & M. W

37、illiams. 2009. The Teaching Knowledge Test Course M. Beijing: Tsinghua University Press.Vandergrift, L. 1997. The listening strategies of second language (French) listeners: a descriptive study J. Foreign Language Annals, 3, 387-409.Vandergrift, L. 1999. Facilitating second language listening compre

38、hension: Acquiring successful strategies J. ELT Journal, 3, 168-176.Vandergrift, L. 2003. Orchestrating strategy use: Toward a model of the skilled second language listeners J. Language Learning, 4, 463-496.Williams, M. & R.L. Burden. 1997. Psychology for Language Teachers M. Cambridge: Cambridge Un

39、iversity Press.Pacs-l. 1989. the public-access computer systems forum EB/OL. Houston, Tex: University of Houston Libraries, 1995-05-17. http:/info.lib.uh.edu/ pacs1.html戴曼纯（Dai, Manchun），2005，二语习得的“显性”与“隐性”问题讨论J，福建外语（2）：101-111。 彭聃龄，2001，普通心理学M。北京：北京师范大学出版社。 ACKNOWLEDGEMENTSThe completion of this st

40、udy 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 valuable guidance and support in every stage of writing this thesi

41、s. 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 collecting data.I would like to express my great gratitude

42、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 transferred teachers, who spent time in providing the oral materials when having their hands full.