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《A Study on Transferred Teachers’English Pronunciation---A Case in Guangdong英語(yǔ)專(zhuān)業(yè)畢業(yè)論文》由會(huì)員上傳分享，免費(fèi)在線閱讀，更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫(kù)。
1、ASTUDYONTRANSFERREDTEACHERS’ENGLISHPRONUNCIATION--ACaseinGuangdongABSTRACTQualityofteachershasalwaysbeenpaidgreatattentionto,especiallythatofprimaryschoolteachers,whoplaythemostinfluentialroleinstudents’elementarylearning.In2001,asthenewNationalEnglishCurriculumrequiresthatEngli
2、shshouldbetaughtfromGrade3inprimaryschools,anewtypeofprimaryschoolEnglishteachersnamed“transferredteachers”cameintobeing.Transferredteachersarethosenon-English-majorprimaryschoolteacherswhoshifttoteachEnglishaftergraduationfromatrainingprogramcalled“In-serviceTrainingforTransfer
3、redTeachers”.Byfar,theseteachershavebeenteachingEnglishforoverfouryears,buttherehavebeenfewfollow-upresearchesontheirpronunciationuptillnow.Thepresentstudyinvestigatesonthepronunciationoftransferredteachersconcerningconsonantsandvowels.Thegoalistofindoutwhethertheseteachers,whoh
4、avereceivedonly3-weekcompulsoryresidentialtrainingandayearlongoptionalschool-basedtraining,aremakingprogressandcompetentforelementaryEnglishteaching.Astimewaslimited,sixtransferredteacherswerechosenasoursubjects.Thestudywascarriedoutonthebasisoftheanalysisoftheerrorsontherecorde
5、dmaterialoftheEnglishutteranceborneoutbythesetransferredteachers.IV中文摘要教師素質(zhì)一直都備受關(guān)注，特別是小學(xué)教師的素質(zhì)更是如此，因?yàn)樾W(xué)教師在學(xué)生初級(jí)階段的學(xué)習(xí)起著舉足輕重的作用。于2001年，應(yīng)新英語(yǔ)課程標(biāo)準(zhǔn)的要求，英語(yǔ)要從小學(xué)三年級(jí)教起，因此，一種被稱(chēng)為“轉(zhuǎn)崗教師”的小學(xué)英語(yǔ)教師產(chǎn)生了?！稗D(zhuǎn)崗教師”是指從在職轉(zhuǎn)崗培訓(xùn)畢業(yè)后從事小學(xué)英語(yǔ)教學(xué)的非英語(yǔ)專(zhuān)業(yè)教師。至今為止，這些老師已經(jīng)從事小學(xué)英語(yǔ)教育有四年多了，但很少關(guān)于這些轉(zhuǎn)崗老師語(yǔ)音的后續(xù)調(diào)查。本研究基于轉(zhuǎn)崗教師的語(yǔ)音情況，求證這些只
6、受過(guò)三周英語(yǔ)專(zhuān)業(yè)培訓(xùn)和一年的在職培訓(xùn)的轉(zhuǎn)崗教師是否有所進(jìn)步且能勝任于小學(xué)英語(yǔ)教學(xué)。由于時(shí)間有限，在1102名轉(zhuǎn)崗教師中，6名被選為本研究的受試。本研究是通過(guò)給六位老師的英語(yǔ)口頭表達(dá)錄音，并對(duì)錄音進(jìn)行其錯(cuò)誤分析。IVTableofContentsABSTRACTI中文摘要IIChapterOneIntroduction11.1Background11.2SignificanceoftheEmpiricalStudy11.3PurposeofthePresentStudy11.4StructureofthePresentStudy2ChapterTwoLi
7、teratureReview32.1DefinitionofTeachers’Beliefs32.2Teachers’BeliefsandTeachingBehavior32.3TheExpectedTeachers’BeliefsoftheNewCurriculum4ChapterThreeMethod53.1TheParticipants53.2Procedures5ChapterFourResultsandDiscussion84.1StatusQuooftheTeachers’Beliefs84.2TheRelationshipbetweenT
8、eachers’BeliefsandTheirTeachingBehavior104.3Tea
