astudy on transferred teachers’ english pronunciation 英语专业--大学毕设论文.doc

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1、SOUTHCHINANORMALUNIVERSITYSCHOOLOFFOREIGNSTUDIESASTUDYONTRANSFERREDTEACHERS’ENGLISHPRONUNCIATIONACaseinGuangdongbySupervisedbyAseniorthesissubmittedtoSchoolofForeignStudies,SouthChinaNormalUniversityinpartialfulfillmentoftherequirementsforthedegreeofBachelorofArtsJUNE,2014DeclarationofAuthor

2、shipABSTRACTQualityofteachershasalwaysbeenpaidgreatattentionto,especiallythatofprimaryschoolteachers,whoplaythemostinfluentialroleinstudents’elementarylearning.In2001,asthenewNationalEnglishCurriculumrequiresthatEnglishshouldbetaughtfromGrade3inprimaryschools,anewtypeofprimaryschoolEnglishte

3、achersnamed“transferredteachers”cameintobeing.Transferredteachersarethosenon-English-majorprimaryschoolteacherswhoshifttoteachEnglishaftergraduationfromatrainingprogramcalled“In-serviceTrainingforTransferredTeachers”.Byfar,theseteachershavebeenteachingEnglishforoverfouryears,buttherehavebeen

4、fewfollow-upresearchesontheirpronunciationuptillnow.Thepresentstudyinvestigatesonthepronunciationoftransferredteachersconcerningconsonantsandvowels.Thegoalistofindoutwhethertheseteachers,whohavereceivedonly3-weekcompulsoryresidentialtrainingandayearlongoptionalschool-basedtraining,aremakingp

5、rogressandcompetentforelementaryEnglishteaching.Astimewaslimited,sixtransferredteacherswerechosenasoursubjects.ThestudywascarriedoutonthebasisoftheanalysisoftheerrorsontherecordedmaterialoftheEnglishutteranceborneoutbythesetransferredteachers.III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

6、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。IIITableofContentsABS

7、TRACTI中文摘要IIChapterOneIntroduction11.1Background11.2SignificanceoftheEmpiricalStudy11.3PurposeofthePresentStudy11.4StructureofthePresentStudy2ChapterTwoLiteratureReview32.1DefinitionofTeachers’Beliefs32.2Teachers’BeliefsandTeachingBehavior32.3TheEx