On the relationship between college English teachers＇ beliefs and their teaching behaviors

Based on the questionnaires and interviews on 19 college English teachers of a university in Beijing, the paper discusses college English teachers＇ beliefs. Through the analysis of research results, the paper focuses on the following questions： （1） What are the core beliefs of college English teachers？ （2） What influence will the teachers＇ beliefs exert on teaching behaviors？ （3） Will the teachers＇ beliefs change？ If the answer is YES, how will they change and what is the source of the changes？ The exploratory results and findings can help college English teachers realize the importance of teachers＇ beliefs, through which can help them improve their teaching practices and foster their professional development.

A Study on Teachers'and Students'Beliefs about English Teaching

Teacher and learner beliefs have been found to play an important role in EFL teaching and learning.The present em pirical study explores a group of college teachers'and students'beliefs about English teaching by using questionnaire.The statisti cal result shows that teachers and students have divergent views about many issues in English teaching.

On the Student-Orientation of Teachers'Beliefs from Cognitive Perspective

At present, teachers'belief is an exploring topic to the linguists, educationists, and psychologists. Teachers'beliefs not only influence the teaching's attitudes and methods but also the student's interests, abilities and motivation. This thesis attempts to analyze the form, the development, the significance of teacher's beliefs from cognitive perspective. It also analyzes the relation between teacher's beliefs and class and the relation between teacher's beliefs and students to improve the emphasis on teacher's beliefs.

English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context

Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

The mismatch of beliefs about learning English between Chinese university students and teachers

The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

College English Teachers’ Beliefs on Network-based Language Learning

The advantages and disadvantages for learning English in the Network-based environment attract most researchers’concern nowadays.This study profiles college English teachers’beliefs about the networkbased language learning.The main finding is that teachers’beliefs about network-based language learning are heterogeneous and thus reflect a wide range in terms of the evolution of approaches and technology use.

The Influence of Language Teachers' Career Trajectory on Beliefs about Using the L1 in the EFL Classroom: A Multiple Case Study

To uncover how different backgrounds influence teacher beliefs,a multiple case study was done to three pre-service and three in-service EFL teachers through semi-structured interviews.The results show that pre-service and in-service teachers hold a general belief that while English exposure is important,the use of Chinese as the L1 is complementary.Nonetheless,teachers’rationale reflects influence from prior learning experience,teacher education and classroom practice.The findings provide implications for career development of EFL teachers.

A Review and Prospect of the Research on English Teacher Feedback in China from 2011 to 2021

This study uses the literature research method to search the domestic literature on English teacher feedback from 2011 to 2021,and reviews the research on the three main functions of English teacher feedback,namely language function,cognitive function,and emotional function,so as to explore the current situation of domestic research on teacher feedback.The results show that:First,in terms of research methods,the study of teacher feedback mainly adopts the combination of qualitative and quantitative research methods,and reveals the characteristics of the use of teacher feedback in Chinese English classrooms.Secondly,in terms of research objects,the research on teacher feedback in China is biased towards the research in universities and high school classrooms.Finally,in terms of research perspectives,the study of teacher feedback is mainly conducted from the perspective of classification,characteristics and functions of feedback.This paper also finds existing problems in the current research and prospects for future trends in development for future research.

Macao Secondary School EFL Teachers' Perspectives on Written Corrective Feedback: Rationales and Constraints

Corrective feedback on writing(WCF)has been one of the most controversial topics in ESL/EFL teaching.In the past decades,much has been disputed regarding the effectiveness and preferences of the quantity,focus,directness and source of WCF.With so much uncertainty,the researcher set out to investigate how research-informed secondary school teachers in Macao reported their beliefs,rationales,practices and constraints of administering corrective feedback for EFL writing in Macao secondary schools.Twelve secondary school teachers were recruited at a TESOL conference to conduct focus-group discussions.Similar to previous findings,results suggest teachers had clear rationales as to their ways of practising WCF.However,many expressed difficulties in acting according to rationales and beliefs.Despite their experience and knowledge,practical constraints such as school policies and teacher workload made it unlikely for them to follow their thoughts with feedback on writing.This study identified six sources of constraints that could prohibit practices and potentially reshape ones’beliefs,which sheds light on future directions of WCF research.

An Exploration of Beliefs and Implications of Corrective Feedback

Corrective feedback plays an important role in shaping children's behavior and their learning process;teacher also plays a central role in promoting students'motivation. Therefore, teacher's beliefs and how to implicate CF in the second language acquisition is a question worthwhile thinking.

A Review ofTeachers’ written feedback in EFL Writing in China and Its Implications

The types of teachers’ written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers’ written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers’ feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers’ feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers’ written feedback.

Grammar Teaching Beliefs of a Pre-service Teacher： A Repertory Grid Analysis

Pre-service teachers＇ belief is a popular research topic in educational pedagogy. It is important to examine inexperienced teachers＇ beliefs related to the profession of teaching since they will continue pursuing these beliefs while carrying out their profession. These beliefs will affect their future teaching practices, professional judgments and ideas （Roberts, 2001; Borg, 2003）. This study aimed to investigate the personal theories of one pre-service teacher from an ELT （English Language Teaching） certificate program at a foundation university in Istanbul. Her beliefs about effective grammar teaching were represented by using repertory grid data. This qualitative case study report displayed the participant pre-service teachers＇ thinking through cycles of constructing and reconstructing her personal theories about grammar teaching. The findings of the study were discussed and some educational implications were suggested.

An Annotation of Language Teacher Beliefs in View of Educational Culture

The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.

Reconstructing Prior Beliefs through Teacher Education Programs——Review of Research into Changes in Language Teacher Beliefs

This review of research into changes in language teacher beliefs reveals that carefully designed language teacher education courses are effective in reconstructing teachers'prior beliefs. When teaching practices are added to the teacher education programs, when adjustments are made to the structure of teacher education courses, and when research practices are incorporated in teacher education programs, significant changes are seen in teachers'beliefs.

Politeness Strategies of Teachers' Feedback in Higher Vocational English Class

Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giving feedback to demonstrate how teachers improve the efficiency of classroom interaction by these strategies based on the collected data, aiming at giving inspiration to the use of teachers' politeness strategies to further improve English teaching and to develop students' competence in using English.

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.