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《A Study on Transferred Teachers’English Pronunciation---A Case in Guangdong英語專業(yè)畢業(yè)論文》由會員上傳分享，免費在線閱讀，更多相關(guān)內(nèi)容在學術(shù)論文-天天文庫。
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，特別是小學教師的素質(zhì)更是如此，因為小學教師在學生初級階段的學習起著舉足輕重的作用。于2001年，應(yīng)新英語課程標準的要求，英語要從小學三年級教起，因此，一種被稱為“轉(zhuǎn)崗教師”的小學英語教師產(chǎn)生了?！稗D(zhuǎn)崗教師”是指從在職轉(zhuǎn)崗培訓畢業(yè)后從事小學英語教學的非英語專業(yè)教師。至今為止，這些老師已經(jīng)從事小學英語教育有四年多了，但很少關(guān)于這些轉(zhuǎn)崗老師語音的后續(xù)調(diào)查。本研究基于轉(zhuǎn)崗教師的語音情況，求證這些只
6、受過三周英語專業(yè)培訓和一年的在職培訓的轉(zhuǎn)崗教師是否有所進步且能勝任于小學英語教學。由于時間有限，在1102名轉(zhuǎn)崗教師中，6名被選為本研究的受試。本研究是通過給六位老師的英語口頭表達錄音，并對錄音進行其錯誤分析。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
