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万方数据分类号：密级：(秘密、机密、绝密)学校代码：10057研究生学号：11835018教师和学生视角下高校优秀外语教师素质研究专业名称：外国语言学及应用语言学指导教师姓名：展素贤教授研究生姓名：李嘉鹛申请学位级别：文学硕士论文提交日期：2013年12月学位授予单位：天津科技大学 万方数据AStudyofQualitiesofProficientUniversityForeignLanguageTeachers'．ViewsfromUniversityTeachersandStudentsThesisSubmittedtoTianjinUniversityofScienceandTechnologyinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsbyLiJiameiUndertheSupervisionofProfessorZhanSuxianSchoolofForeignLanguagesTianjinUniversityofScienceandTechnologyDecember，2013 万方数据天津科技大学学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究工作所取得的成果。除文中特别加以标注引用的内容外，本论文不包括任何其他个人或集体已经发表或撰写的成果内容，也不包括为获得天津科技大学或其它教育机构的学位或证书而使用过的材料。对本文研究做出重要贡献的个人和集体，均己在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。作者签名：名荔翮日期：■肜年；月／日知识产权和专利权保护声明本人郑重声明：所呈交的论文是本人在导师具体指导下并得到相关研究经费支持下完成的，其数据和研究成果归属于导师和作者本人，知识产权单位属天津科技大学；所涉及的创造性发明的专利权及使用权完全归天津科技大学所有。本人保证毕业后，以本论文数据和资料发表论文或使用论文工作成果时署名第一单位仍然为天津科技大学。本人完全意识到本声明的法律后果由本人承担。作者签名：巷蔫瘌’日期：7口，甲年弓月7日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，同意公布论文的全部或部分内容，允许论文被查阅和借阅。本人授权天津科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。‘保密口(请在方框内打“√”)，在年解密后适用本授权书。本学位论文属于不保密l吖(请在方框内打“√”)。作者签名：窖表／鸥日期：≯∥9年弓月_7日导师獬：阮勿絮嗍：纱Ⅳ年弓月夕日J，‘， 万方数据AcknowledgementsFirstofall，1wouldliketoexpressmygreatgratitudeandrespecttoeveryonewhohashelpedme．Mygreatestgratitudefrommyheartgoestomyrespectablesupervisor,ProfessorZhanSuxian，whoisamother-likeeldership，hasgiveninsightfulguidance，successfulenlightenment，valuablesuggestionsandpersistentencouragementinmythesiswritingandthewholeprocessofthestudy．Withoutherassistance，1wouldhavenevercompletedthisthesis．MyheartfeltappreciationisalsogiventoDeanXiaHuiyanandeveryteacherwhohastaughtmeintheSchoolofForeignLanguagesofTianjinUniversityofScienceandTechnology,andhelpedmealotduringtheperiodofgraduateandpostgraduateeducation．Besides，1wouldliketosharegreatgratitudetomyclassmatesandespeciallycherishedfriends．Theysharedtheirbroadknowledgeandintelligentthoughtswimme．Finally，thegreatthanksshouldbeexpressedtomybelovedmotherandauntsfortheirdeeplove，understandingandsupport． 万方数据 万方数据possessthesesevendimensionsofqualities：viewofforeignlanguageteachingprofessionandprofessionalethics；viewofforeignlanguageteachingandtheabilityofforeignlanguageteaching；foreignlanguageelementaryknowledgeandskills；foreignlanguagespecializedknowledge；theknowledgesystemofpedagogicalfield；foreignlanguagesubjectteachingknowledgesystemandviewsonlearninganddevelopmentofforeignlanguageteachers．Thecomparisonofqualitiesofproficientuniversityforeignlanguageteachersbetweenuniversityteachersandstudentsin26itemsofquestionnairesurvey,variancesofeighteenitemsaleequalandtherealenotsignificantdifferencesonthequalitiesofproficientuniversityforeignlanguageteachers，whilethevariancesofeightitemsalenotequalandtherealesignificantdifferences．Basedontheresearchresults，theimplicationsofthestudyenabletocatchaglimpseofthesituationsoftheaspectsofteacherprofessionaldevelopmentanduniversityforeignlanguageteachingforuniversityforeignlanguageteachers．Forexample，foreignlanguageteachersrealizetheirprofessionallearninganddevelopmentthroughreflectionontheirteachingpractice；foreignlanguageteachingshouldbestudent-centeredandpayattentiontotheexplorationofcurriculumresources；universityforeignlanguageteabhersshouldmastermanyforeignlanguageteachingmethods．Keywords：proficientuniversityforeignlanguageteachers；qualitiesofteachers；theperspectivesofuniversityteachersandstudents；quantitativeresearchmethod 万方数据摘要随着经济全球化的不断发展及国际间交流的日益频繁，培养外语型复合型人才尤为重要。大学是培养外语复合型人才的摇篮，尤其是大学外语教师在素质教育中和培养人才中发挥着举足轻重的作用。同时，教学改革取决于大学外语教师，外语教师素质决定教学改革能否成功。因此，社会特别需要优秀的高校外语教师，对优秀的高校外语教师素质的研究便显得尤为重要。在相关文献中，研究者对高校外语教师素质的研究多是从教师的视角进行的研究，研究方法以思辨性研究为主，实证性研究为辅。已有的文献却鲜有关注从学生和外语教师的视角进行优秀高校外语教师素质的研究。而学生是教学活动的直接参与者，因此，本文从教师和学生的视角来实证探究优秀高校外语教师所应具备的素质。本文作者采用定量研究方法中的问卷调查来解决科研问题，基于研究者的文献，本文设计的问卷构建了优秀高校外语教师素质的七个维度，设置了26个题目，每个题目由五级量表构成。研究对象选择天津科技大学的所有外语教师和天津科技大学的本科生，进行优秀高校外语教师应具备素质的对比研究。该问卷调查共回收有效的教师问卷74份，然后，通过分层和目的抽样方法随机抽取天津科技大学大一至大四的学生进行问卷调查，共回收有效的学生问卷100份。对回收的问卷数据运用SPSS13．0社会科学统计软件进行数据分析。研究结果表明：教师和学生视角下优秀的高校外语教师素质由七个维度组成，外语教师职业观与职业道德，外语教学观和外语学科教学能力，外语基础知识与技能，外语学科专业知识，教育学领域方面的知识体系，外语学科教学方面的知识体系，外语教师学习与发展观。教师和学生两组对优秀高校外语教师应具备素质的26个题目中，有18个题目方差相等，没有显著性差异；有8个题目方差不相等，有显著性差异。基于以上研究发现，此研究对高校教师专业发展和高校外语教学这两个方面具有一定启示作用。如：高校外语教师通过自身教学实践认识到学习和发展观；高校外语 万方数据教学以学生为中心并注重课程资源的开发；高校外语教师应掌握多种外语教学方法。关键词：优秀高校外语教师；教师素质；教师和学生视角；定量研究方法V111 万方数据CoNTENTSChapterOneIntroduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．；⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．11．1ResearchBackground⋯．⋯．．⋯．⋯：⋯．⋯．．⋯．⋯⋯⋯⋯．⋯⋯⋯⋯．⋯．⋯．．．-．⋯．⋯⋯．⋯．⋯．⋯⋯⋯．．．11．2ThePurposeandSignificanceoftheStudy．．⋯⋯⋯．⋯⋯．⋯．．⋯⋯．⋯⋯．⋯．⋯．．⋯．．⋯⋯⋯．．⋯．21．3SnⅥctllreoft_heThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯⋯．．⋯⋯⋯⋯⋯．．3ChapterTwoLiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1DefinitionsofTeacher’SQualities⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．2InternationalStudies⋯⋯．⋯．．⋯⋯．⋯⋯⋯⋯⋯．⋯．⋯．⋯．⋯⋯．⋯⋯⋯．．⋯⋯⋯．⋯．：．⋯⋯⋯．⋯．⋯．⋯62．3NationalStudies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．4TeacherProfessionalDevelopment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．112．5Summary．．⋯⋯．．⋯．．⋯．．⋯．⋯⋯⋯．⋯⋯．⋯．⋯⋯．⋯⋯⋯．．⋯⋯⋯⋯⋯．⋯⋯⋯．⋯．．⋯．．⋯⋯．⋯．⋯．⋯17ChapterThreeResearchMethodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯19：；．1ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．193．2RationalfortheUseofQuantitativeResearchMethod．⋯．⋯．⋯．⋯⋯⋯．⋯．．⋯⋯．⋯．⋯．⋯193．3ResearchObjectives⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．203．4ResearchProcedures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯213．5QuantitativeResearch⋯⋯．⋯⋯⋯⋯．．．．⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．233．5．1SubjectsforQuestionnaire．⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯233．5．2ResearchInstrument⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯243．5．3DataCollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．253．5．4ValidityandReliability⋯⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯26ChapterFourResultsandDiscussions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯294．1DescriptiveStatisticsofQualitiesofProficientUniversityForeignLanguageTeachersfromthePerspectiveofUniversityTeachers．⋯⋯．．．．⋯⋯．⋯．⋯．⋯⋯⋯．⋯．⋯．⋯29ix 万方数据4．1．1GeneralQualitiesofProficientUniversityForeignLanguageTeachers⋯⋯⋯⋯．．294．1．2IndividualRemsofQualitiesofProficientUniversityForeignLanguageTeachers．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．3l4．2DescriptiveStatisticsofQualitiesofProficientUniversityForeignLanguageTeachersfromthePerspectiveofUniversityStudents．．．．．。．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．524．2．1GeneralQualitiesofProficientUniversityForeignLanguageTeachers⋯⋯⋯⋯．524．2．2IndividualItemsofQualitiesofProficientUniversityForeignLanguageTe．achers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一544．3，nlcDifferencesofQualitiesofProficientUniversityForeignLanguageTeachersbetweenthePerspectivesofUniversityTeachersandThoseofStudents．⋯．⋯．．⋯．⋯．．⋯．⋯．．⋯⋯⋯⋯．⋯⋯⋯．⋯⋯．⋯⋯⋯⋯．⋯．⋯⋯．．⋯⋯⋯．．⋯．⋯⋯．⋯．．⋯．⋯．．754．4MainReasonsforDifferencesoftheViewsfromTeachersandStudents⋯⋯⋯⋯⋯⋯83ChapterFiveConclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯；⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯875．1MajorResults⋯．．⋯．⋯．．⋯．．⋯⋯⋯．⋯．⋯⋯．⋯⋯．⋯．．⋯．⋯．⋯．⋯．⋯．⋯．⋯．⋯⋯．⋯⋯．⋯．．⋯⋯．⋯．875．2ImplicationsoftheStudy⋯．⋯．．⋯⋯．⋯⋯⋯．⋯．．⋯⋯．⋯⋯⋯⋯．．⋯⋯⋯．⋯⋯．．⋯．⋯⋯．⋯⋯．．⋯885．3LimitationandSuggestion．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．90Bibliography⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯93Appendix⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．101X 万方数据天津科技大学硕?_J：学位论文1．1ResearchBackgroundChapterOneIntroductionForeignlanguages，includingEnglish，Japanese，French，German，areveryimportantlanguages．English，asoneofthoseforeignlanguages，isinparticularwidelyusedthroughouttheworldtoday．Ifsomebodyknowsaforeignlanguage，heorshecanenjoymanybooksandcontactwiththosetargetlanguagespeakingpeople．However,learningaforeignlanguageisahardandslowprocesstoChineselearners．Thus，itrequiresforeignlanguagesqualityeducationinChina．Especially,withthedevelopmentofeconomicglobalization，proficientforeignlanguagetalentsareurgentlyneededinChina(LiandZhan2012)．Undoubtedly,universitiesplaymoreandmoreimportantrolesincultivatingthosetalents．Asimportantagentsinthetertiaryeducation，highlyqualifiedteachersplaycrucialrolesinqualityeducationandcultivationofoutstandingstudents．Similarly,theirteachingreformsdependontheuniversityforeignlanguageteachers，SOthattheirqualitiesdeterminewhetherthereformswillbesuccessfulornot(Zhan2013)．Intemationally,intheprofessionalliterature，manyresearchershaveeverconductedstudiesofthequalitiesofforeignlanguagesteachers(Farrell2005；Freeman1996；Richards2000；Shulman1986；1987)．Theynotonlystresstheimportanceoftrainingteachersteachingskill，butalsopaymoreattentiontopersonaltraitsandthetrainingofteachers’self-reflectionawarenessfromteachers’perspective． 万方数据ChapterOneIntroductionSince1990s，therehavebeenalargenumberofstudiesofthequalitiesofuniversityforeignlanguageteachersinChina(Chen2003；DaiandZhang2004；Wu2005；Zhao2005；Zhangeta1．2003；Zhou2010)．Theteachingbehaviorsofteachersaredeeplyaffectedbyforei弘languageteachingprofessionandprofessionalethics．Byusingquestionnaires，interviewsandothermethodsfromtheprofessionalqualitiesofuniversityforeignlanguageteachers，foreignlanguageteachersshouldhaveteachingabilitiesandprofessionalTheresultsofbothinternationalandnationalstudieshaveshownthatagoodteacherhasagoodunderstandingofeducationaltheory,adedicatedeffort,strongteachingability,professionalethicandknowshowtoguidestudentsandorganizeteaching．Butthosestudiesarenotenough．ThestudiesofthequalitiesogforeignlanguageteachersarenotonlybehindteachereducationresearchofTeachingEnglishtoSpeakersofOtherLanguages(TESOL)，butalsolagbehindtheresearchofChineseeducationfieldontheprofessionaldevelopmentofuniversityteachers(GaoandLi2007)．Besides，moststudiesarefromteachers’perspective．ButitseemsthatfewresearchershavepaidattentiontothequalitiesofuniverSityforeignlanguageteachersfrombothstudents’andteachers’perspectives．1．2ThePurposeandSignificanceoftheStudyThisthesisfundedbyTianjinUniversityofScienceandTechnologyIntroducedTalentsProjectlinvestigatesthequalitiesofproficientuniversityforeignlanguageteachers1ThisthesisispartoftheresearchprojectwhichbelongstoTianjinUniversityofScienceandTechnologyIntroducedTalentsProject(2011)，entitledACaseStudyoftheProfessionalDevelopmentofUniversityForeignLanguageTeachers．2 万方数据天津科技大学硕：。卜学位论文fromtheviewsofbothteachersandstudentsandcomparetheirviewsbyadoptingquantitativeresearchmethodology．Accordingtowhatconstitutesagoodforeignlanguageteacher,itintendstofindoutwhethertherearedifferencesonthequalitiesofproficientuniversityforei盟languageteachersfrombothteachers’andstudents’perspectives．Intheory,itwillenrichthetheoryofthequalitiesofproficientuniversityforeignlanguagesteachersfromtheperspectivesoftheteachersandstudents．Inpractice，itmayshedsomelightonthefIorei弘languageseducationatuniversities．Theuniversityforeignlanguageteachersareinfluencedbytraditionalteachingmodels．Theimprovementofteachers’qualitiescan’tkeepupwiththedevelopmentsofnewsituations，whichaffectsthedevelopmentatuniversitiesandforci盟languageteachingreforms．Thedevelopmentoff．orei弘languageeducationinevitablyrequiresfullyimprovementofteachers’qualities．Itneedstrainingmoreproficientforeignlanguageteacherswithexcellentmoralcharacters，senseofresponsibilitiesandmoreknowledgeandteachingskills．Universityforeignlanguageteachersshouldrecognizeproficientteachers’qualities，findouttheexistingproblems，formulatethegoodteachers’qualitiesandpromotetheprogramsoff．orei髓languageteachingreforms．Besides，foreignlanguageteachersshouldpersistinassiduousself-study,steadyprogressandself-perfectiontoimprovetheirprofessionalqualificationsandmoralaccomplishments．1．3StructureoftheThesisThisthesisincludesfivechapters．Thefirstchapterisanintroductorypartofresearchbackgroundandthepurposeandsignificanceofthestudy． 万方数据Thesecondchapterisliteraturereviewofbothinternationalandnationalstudiesofthequalitiesofuniversityforeignlanguageteachers．Thesestudiesinthisfieldhaveservedtolaydownthetheoreticalfoundationsforthefollowingchapters．Chapterthreeincludestheresearchprocedures，andthendetailedinformationofresearchquestions，researchmethod，subjects，instruments，datacollectionandanalysisofChapterfouranalyzesthemainresultsbasedonthedatacollectedinthequantitativeresearchmethodologywiththehelpofSPSS13．0forWindows．Somediscussionsareputforward．ne矗fHlchapterconcludessomemajorfindings，discussestheimplicationsofthecurrentstudyofqualitiesofproficientforei髓languageteachersandthetheoreticalandmethodologicalimplications，andalsoinvolvesthelimitationsofthisstudyforthefutureresearch．4 万方数据天津科技大学硕士学位论文ChapterTwoLiteratureReviewThischaptermainlyfocusesonthereviewofpresentexistingliteraturesinfouraspectsasfollows：definitionsofteacher’Squalities，internationalstudiesofqualitiesofuniversityforeignlanguageteachers，nationalstudiesofqualitiesofuniversityforeignlanguageteachersandteacherprofessionaldevelopment．2．1DefmitionsofTeacher’sQualitiesThedefinitionofateacherisapersonwhoprovidesschoolingtoothers．Ateachershouldbeacademicallyqualifiedandhavemanydifferentqualities．Thequalitiesofateacherrefertothesumofideologicalandpsychologicalqualities，whichareshownfromteachingactivities，determinetheteachingresultsandhavethedirectandsignificantimpactsonphysicalandmentaldevelopmentsofstudents(Lineta1．1996)．Withtheincreasingstudiesofteachereducationandteacherprofessionaldevelopment，Chineseresearcherstumtheirattentiontotheresearchonproficientteachers，attemptingtofindoutthedifferencesbetweenaverageforeignlanguageteachersandthoseproficientteachers，andtoidentifythestructureofqualitiesofproficientforeignlanguageteachers．ThesestudiesofproficientuniversityEFLteacherssuggestthateffectiveforeignlanguageteachersshouldpossessthefollowingqualities．First，excellentforeignlanguageskills；second，masteringeducationtheoriestounderstandstudents’psychologyand，languageacquisitionbasictheories；third，understandingthewesternculture，theculturalconnotationintoforeignlanguageteaching；fourth，modemeducationaltechnology(Yang5 万方数据ChapterTwoLiteratureReview2011)．AndtheteacherscouldusethemultimediacomputertoshowtheauxiliaryteachingmeanS．2．2InternationalStudiesabroadfocusonknowledge，trainingofteachingskillsandpersonaltraits．Aseveryoneknows，thestudiesonqualitiesofuniversityEFLteachersabroadaleearlierthanthoseinChina．Overthepasttenyears，westernscholarshaveresearchedonlearninganddevelopmentofteachers．Thesestudiesnotonlystresstheoreticalqualityeducationandteachingskillstraining，butalsopaymoreattentiontothetrainingofteachers’self-reflectionawarenessandmeansofdevelopment(Dudley2006)．TherepresentativescholarsareFreemanandRichalds(1996)，whohaveexpoundedthelanguageteachers’personalexperiencesandthesocialenvironmentofprofessionaltrainingintheteachingprocessofteacherroledevelopment．TheresearchsubjectWaslanguageteachersintheprocessofdevelopmentofforeignlanguageteaching．ItCanbeseenthatstandardsofforeignlanguageteachersconstantlyimproveanddeepeninteachers’qualitiesrequirements．Freeman(1941)pointedoutthatqualitiesofagoodlanguageteacherhadsixelements：first，standardpronunciationandpuretoneandintonation；second，fluentspeaking；thjrd，masteringthelanguagegrammarandsyntax；fourth，havingalargevocabulary,systematicallylearningaboutetymology；fifth，understandingofothercountries’culture，literaryworks；sixth，EFLteachers’personalitycharacteristics．InShulman’Sview(1987)，knowledgestructuresoftheteachers’qualitiesmainlycovered“theprofessionalknowledge，teachingknowledge，curriculumknowledge，6 万方数据天津科技大学硕士学位论文pedagogicalcontentknowledge，knowledgeaboutstudentcharacteristicsandeducationalenvironmentknowledge”(1987：22)．EfficientEFLteachersshouldpossesstenkindsofqualities(Miller1987)andthetencriteriasupplystandardstotheevaluationofEFLteachers．Thesequalitiesaremasteringgrammaticalknowledge，guidingstudentsintime，beingpassionate，beingcreative，beingstricttostudents’learningandSOon．RichardsandNunan(2000)arguedthatgoodEFLteachers’qualitiesincludedexceRentteachingability；communicationability；,languageability,professionalknowledge,whichconsistedoflinguistics，secondlanguageacquisitiontheoryandsecondlanguageteaching；comprehensionofteachingenvironment；teachinginferenceanddecision-makingabilities．Differentstudiesonthequalitiesofuniversityforeignlanguagesteachersreflectthewesternscholars’viewsofforeignlanguageeducationfromtheknowledgeandskilllevelsoftheeducationtotheevolutionofteacherprofessionaldevelopment．2．3NationalStudiesinChinafocusonthebasicqualitiesofforeignlanguagesteachers．InChina,somescholarshaveconductedstudiesofqualitiesofuniversityforeignlanguageteachers，suchasZhouYan，WuYi’an，GuPeiya，ShiGengshanandFengShigang，etc．Inthe1990s，theresearchesofforeignlanguageteachereducationandteacherprofessionaldevelopmenthavebeenconductedinChina，byusingthemethodofquestionnaireinvestigation，interviewsandothermethodsonforeignlanguageteachers’professionalqualities．Itisteachersthatshouldhave“theabilitiesofteachingand7 万方数据￡皇竺!竺!!旦坐!!翌坐堡垦型!!!professionalknowledgeandtheresearchaboutcourseareas”(Shu1996；Zhou2005；Liu2002；Dai2004；Wu2005；Jia2006)．DaiandZhang(2004)madealargescalesurveytoanalyzetheprofilesofEnglishteachersinuniversitiesfromuniversityteachers’perspective．Theyholdtheviewthat“teachersplaythekeyrolesinteachingreformsinthat廿leirqualitiesdeterminewhetherthereformswillbesuccessfulornot'’(DaiandZhang2004：42)．TheresultshowsthatproficientEnglishteachersofcollegesanduniversitiesshouldhavethefollowingqualities：1lighacademicability；solidbasiclanguageskills；excellentteachingability,asenseofcooperationandresponsibility．Lv(2011)pointedoutcollegeEnglishteachersshouldqualifythemselvestocultivatequalifiedstudents．ThesequalitiesofEFLteacherscontain“affectivecompetenceandcharmingpersonalities；hi曲proficiencyoflanguages；agoodcommandofbothChineseandforeigncultures；theabilitytoexploreandcreatenewandpracticalteachingmethods’’(Lv2011：958)．InZhao’S(2005：69)view,“Englishisoneoftheessentialdisciplinesinthebasiceducation”．Inthenewcentury,thequalitiesofuniversityforeignlanguageteachersincludethefollowingaspects：1)theideologicalquality；2)professionalqualities(professionalknowledge；teachingmethodsandteachingskills；teachingdiagnosis，self-reflection，improvementandevaluationability；developmentcapacityofteachingresources；theabilityofusingmodemeducationtechnology)；3)culturalqualities(Englishnationalculture；culturaldifferences；interculturalcommunication)；4)psychologicalquality；5)physicalquality；6)qualitiesoftheory(1anguagelearningtheory；Englishteachingmethodtheory)；7、8 万方数据天津科技大学硕1：学位论文scientificresearchqualities(studyonlanguagelearners；studyonforeignlanguageteachers)；8)asenseofcooperation．ShiandZhou(2009)adoptedqualitativeresearchbyconductinginterviewstofindthequalitiesofproficientEFLteachers．Thequalitiesincludeteacherethics(ideologicalcultivationandmoralcultivation)；emotionalquality00veofeducationandstudents)；self-development(1ifelonglearning)andprofessionalcompetence(1anguagequality,pedagogicalcompetence，knowledgeofteachingrelateddisciplines)．Teacherethicsandemotionalqualityalemostfundamentalelementsofallthequalities．ZhaoandPan(2005)putforwardnewrequirementsforqualitiesofuniversityforeignlanguageteachers．Thesequalitiesare‘'nobleprofessionalmorality,creativethinking，skilledprofessionallevel，neweducationideasandqualityofextraordinaryscientificresearch，higherinformationqualityandabundantteachingmethods”(ZhaoandPan2005：2)．‘'DifferentattitudestowardsexcellentuniversityEnglishteachers’qualitiesexistamongdifferentgroupsofteachersandstudents”(Zhou2010：109)．Zhou(2010)conductedthestudytofindoutfourcharacteristicsinthequalitiesofproficientuniversityforeignlanguageteachers．Thefirstcharacteristicistheteachers’ethics，whichconsistsofdedication，rigorousscholarship，takingcareofthestudents，beingamodelforstudentsandputtingtheheartineducation．Thesecondcharacteristicisprofessionalknowledgeandabilitywhichincludeprofessionalknowledge，culturalknowledge，knowledgeextent，practiceabilityandinnovationability．Thethirdistheconceptofeducation，includingtheadvancedideawithabroadintemationalperspective，continuousinnovation，personal9 万方数据ChapterTwoLiteratureReviewcharacterandmoraltrait．Thefourthisteacher’Sabilities．Theycomprisetheteachingability,theabilityofanapplicationofmodemtechnology,occupationmoral，theabilityofmentalhealtheducationandtheresearchability．Zhangeta1．(2003)conductedalargequestionnairesurveyfromtwenty-sixuniversitiesandcollegesinLiaoningprovincein2002．ThisresearchfoundoutthatqualifiesofproficientuniversityEFLteachersareasfollowsfromtheperspectiveofuniversityadministrators：professionalknowledgeandskills，professionalethics，activeandscientificteachingmethodsandbeingcreative．However,intheperspectiveofuniversitystudents，qualitiesofproficientEFLteachersareprofessionalknowledgeandskills，activeteachingmethods，beinghumorousandbeingresponsibilityandSOon．ofthequalitiesofuniversityforei印languageteachers，whoowndifferentages，educationalbackgroundsandexperiencesinteaching，havethedifferenteffectsontheEnglishteaching．InChina,therearerelatedstudiesaboutqualityproblemsofuniversityEFLteachers，suchasYangandZhangeta1．(2001)．FourcharactertypesofEnglishteachersare“researchtype'’，“fusiontype”，“lovetype’’and‘‘dulltype'’．UniversityEnglishteachersshouldownprofessionalqualities(Wu2005)．Wu’SresearchproposesaprofessionalprofileforproficientuniversityEFLteachersandconductsthequalitativeresearchmethodofovertwohundredteachersinalmostthirtyuniversitiesinChina．Proficientuniversityforeignlanguageteacherspossessfourdimensions．Wu(2005：199)states：“Englishlanguagepedagogicalcontentcompetence，viewoftheforeignlanguageteachingprofessionandprofessionalethics，viewofforeignlanguageteachingandlearning，andviewoflanguageteacherlearninganddevelopment”．Asisknownthat10 万方数据天津科技大学硕士学位论文Wu’Sfourdimensionsofqualitieshaveespeciallysummarizedthepreviousstudiesandtheyaretheoreticalfoundationforthefuturestudy．Inaword，theresearchresultsinChinashowthatagoodteacherhasasolidtheoreticalfoundation，excellentteachingability,knowinghowtoguidestudentsandorganizationofteachingintermsofhighermoralqualitytraining，adedicatedandenterprisingheart．Butthosearenotenough，Chinesestudiesofqualitiesofforeignlanguageteachersarenotonlybehindthef．orei弘TESOLlanguageteachereducationresearch，butalsolagsbehindtheresearchofChineseeducationfieldonuniversityteacherseducationprofessionaldevelopment(e．g．GaoandLi2007)．2．4TeacherProfessionalDevelopmentItisknownthatteachingisanart．Teacherprofessionaldevelopmentisdefinedastheprocessesandactivitiesthatthepedagoguesimprovethelearningofstudentsandenhancetheirprofessionalknowledge，skillsandattitudes(Guskey2000)．Fullan(1992)pointedoutthattheteacherprofessionaldevelopmentisdefinedthroughtheprocessofthepre—serviceteachereducationtoretirepersonalcareerinformalandinformallearningexperiences．Inthemodemperiod，teacherprofessionaldevelopmenthasevolvedawidermeaning．Theconceptofprofessionaldevelopmentisdifferentfromtheterm“training”．Anotherconceptofteacherprofessionaldevelopmentisthattheuseofformalandinformalmethodstohelpteacherslearnnewskillsanddevelopneweducationvisionsandpracticetheirown；andexploreneworadvancededucationcontentsandresourceconcepts(Jin2003)．Thedefinitionofteacherprofessionaldevelopmentalsoincludessupportingmeans，whiletheteacherputsthetheoryintopracticeandpromotestheuseoftechnicalmeansforhelpwhen 万方数据ChapterTwoLiteratureReviewlearningischallenged(Britzman1991)．Attheendofthe1960s，studiesonthetheoryofteacherprofessionaldevelopmentbeganin“TeacherConcernsQuestionnaire”writtenbytheAmericanschola卜一FrancesFuller【1969)，andthistheorywasflourishedinEuropeandUnitedStatesfromthe1970stothe1980s．Teacherconcemstudiesonthoseteachersconcernedinalterationoftheiroccupationdevelopmentprocesses(Fuller1969)．Shesupposedfourstagedevelopmentmodelswhichateacherconcernedintheprocessofbeingateacher,theyarepre-teachingconcerns，earlyconcernsaboutsurvival，teachingsituationsconcernsandconceNisaboutstudents．Withtherapiddevelopmentofinformationtechnology,notonlyalargenumberofresourcescopewimthechallengesofthephase，butalsotheteachersubstantialsupportshelptoimprovethesustainableabilities，increasetheunderstandingsandinterestofteacherprofessionaldevelopment(Xiao2002)．Thetheoryofteacherprofessionaldevelopmentconsidersateacherasateachingprofession，whichisinfiniteforspaceofteacherprofessionaldevelopment．Teacherprofessionaldevelopmentwasnamedas“teacherprofessionalgrowth”byClarkeandHollingsworth(2002)，thatis，throughcontinuingprocessofprofessionaltrainingandactivelearning，teachershavegraduallybecomeexpertsandscholars．Theprocessofsustainabledevelopmentcontinuouslyenhancesteachers’professionallevels．Thedefinitionofforeignlanguageteacherprofessionaldevelopmentisalmostthesameexplanationasthegeneralsenseofteacherprofessionaldevelopment．Teachinghasbecomeaprominentcharacteristicofprofessionbecauseteacherstreattheprofessionasa 万方数据天津科技大学硕士学位论文permanentgoal(Pennington，1990)．Teacherprofessionaldevelopmentisaprofessionaldevelopmentprocess．Inthewholeforeignlanguageteachingcareer,aforeignlanguageteachercontinuouslyimproveseducationalknowledgeandskillsandalsomanagesthequalitiesofforeignlanguageandpedagogicaltheory．Throughthetrainingoflifelongforeignlanguageeducation，teacherswillimplementthemajorindependenceandexhibitsprofessionalmoral．Andthen，he／shegraduallyenhanceshisorherteachingqualitiestobecomeaproficientuniversityteacher．Thetheoryofteacherprofessionaldevelopmenthasbecomeatrendininternationaleducationreforms．Manycountrieshavepaidattentiontothetheoryofteacherprofessionaldevelopmentanditisalsoavitaltheoreticalissuethatcurrenteducationalreformproposed．Cultivatinghighlyqualifiedpeople，whichareneededinmodemsociety,isinseparablefromeducation．Therefore，highlyqualifiedteachersCan’tbeseparatedfromeducation．Thereformsanddevelopmentsofeducationarebothultimatelyrealizedthroughthepracticesofteachers．Thus，moreandmorestudieshavebeenmadebyscholarsabroadaboutteacherprofessionaldevelopment．Teacherprofessionalgrowthinevitablyimplieschangesanddevelopments．Namely,。languageteachersmustfirstlyhavetheneedofthedevelopmentofconsciousness，whichisapositiveattitudetothedevelopment，SOthattheycouldproducetheaccumulationofknowledgeandskills．Thechangesofforeignlanguageteachersincludefourcharacteristics：1)Thechangesinconsciousnessinsteadofthedifferenceofbehavior；2)SomechangesCanbedirectlyobtained，quantifiablewhileothersarenot；3)Sometypesofchangestendtobeclosed；4)Sometypesareopen(Freeman1989)． 万方数据ChapterTwoLiteratureReviewRichardsandFan'ell(2005)proposedthecontentsofEFLteacherprofessionaldevelopmentinsixareas．Theyareprofessionalknowledge，educationspecializedknowledge，self-awareness，understandingoflearners，familiarwiththecurriculumandteachingmaterials，andprofessionaldevelopment．Basedontheresearchesandintroductionsoftheserelatedachievementsabroad，Chinesescholarshavedonealotofresearchesonthecontents，stagesandessenceofteacherprofessionaldevelopment．Thetheoryofteacherprofessionaldevelopmentisthec嗽ofteachereducationinChinasincethe1990s(Li2006)．Atpresent,thestudiesofteacherprofessionaldevelopmentaremainlyfocusedontheprofessionalqualitiesofforeignlanguageteachersinChina．Theteacherprofessionaldevelopmentisaprocessofindividualactiveprofessionalization，includingaseriesofdifferentdevelopmentstages．Themajormeansofteacherprofessionaldevelopmentarereflectiveteachingandbehaviourresearch(Xia2006)ofschool-basedtraimng．Theessenceofteacherprofessionaldevelopmentistheactivedevelopmentofteacherindividualprofessionfromimmaturestagestomaturestages(Li2006)．Thetheoryofteacherprofessionaldevelopmentisconsideredtobe‘‘aprocessinwhichateachermustmasteradmirableknowledgeandskillsofprofessionalpracticeineverystageofhis／herteachingservicecareer'’(Jiang2004：105)．Theresearchershavebeendevotedtothreekindsofparadigmsinthetheoryofteacherprofessionaldevelopment，i．e．，“skilledproficiencyparadigm”，“researchpractitionerparadigm．’’and“reflectivepractitionerparadigm”．14 万方数据天津科技大学硕：L学位论文FromtheessenceofEnglishteacherprofessionaldevelopment，Jiang(2011)hasdividedtheEnglishteacherprofessionaldevelopmentintofouraspects：First，Englishteachersareprofessionalandhavetheirprofessionalresponsibilities．TheyincludeEnglishprofessionalknowledge，professionalability,professionaltraining，professionalorganization，professionalethicsandprofessionalgrowth．Second，eachEnglishteacherisanindividualofthesustainabledevelopment．Englishteachershavebeenphysicallymature，butinthemindtheyhaveunlimitedspacetodevelop．Third,Englishteachersareboththelearnersandresearchers．Teacherprofessionaldevelopmentisaself-regulationresultandEnglishteachershavetheabilitytoreflect，researchandimprovetheirteachingbehaviors．Thisisamostdirect，clearandeffectivewaytoimprovethepracticalproblemsinEnglishteachingbythemselves．Fourth，teacherprofessionaldevelopmentisfinishedinthreestages：thestageofserviceguidanceeducation，thestageofnormaleducationandthestageofcontinuouseducation．ProfessorWu(2008)proposedthreesignificantissuesinEFLteacherprofessionaldevelopment．InanarticleoneffectiveEFLteacherprofessionaldevelopment，shenotesthatⅡleyare“generaltendency,developmentalphasesandfactorsfosteringteacherdevelopment”(2008：37)inthetheoryofteacherprofessionaldevelopment．Theresearchmethodcontainsqualitativeapproachandsupplementsbystatisticaldata．Itisfoundintheseaspects．Firstofall，“EFLteacherdevelopmentfeaturesalongprocessofgradualprogressandessentiallyaccomplishesinthecourseofteaching；second，similartothegeneralteacherdevelopment，themajorityofEFLteachersexperiencesthreephasesofdevelopment：thesurvivalphase，theconsolidationphaseandtheenhancedphase”(Wu 万方数据竺垒!旦!竺!堕竺望!!翌坐堡壁∑!!12008：36)．Ittakesaboutfiveyearstoformsolidfoundationoffurtherdevelopment；third，“manyinternalandexternalfactorspromoteteacherprofessionaldevelopment”(Wu2008：37)．Theinternalfactorsaremoredecisivewhileexternalfactorsplaytheformativeroles．TherelatedtheoriesofteacherprofessionaldevelopmentareanalyzedandclassifiedfromverticallyandhorizontallybyHanandSong(2012)．Invertical，theyhavesummarizedthedifferenttheoriesofthestudyontheprocessofteacherprofessionaldevelopment．“Thetheoriesofteacherprofessionaldevelopmentinhorizontalarebasedonthreedifferenttheoreticalorientationsandestablishsystematicalframeworkofthetheoryofuniversityteacherprofessionaldevelopment"(HanandSong2012：217)．Inconclusion，researchershavereviewedandexaminedthestudyresultsofteacherprofessionaldevelopmentininternationalandnationalstudies，whichisbeneficialtorevealtheprocessandcharacteristicsofteacherprofessionaldevelopmentinChina．Besides，theyguidetheteacherdevelopment,deepentheresearchofteacherdevelopmentandintegratetheteachereducationservice(Zhang2003)．Universityforeignlanguageteacherprofessionaldevelopmentisrelatedtotheoveralluniversityforeignlanguagequalityeducationandimprovesstudents’languagelevels．Universityforeignlanguageteacherdevelopmentiscombinedbysurvivalenvironmentandworksoutthedevelopmentdilemmaofuniversityforeignlanguageteachers(Zhieta1．2011)．Accordingtothepresentsituation，theoreticalmodeloftheuniversityforeignlanguageteacherprofessionaldevelopmentisputforward，SOastofindawaytocarryoutuniversityforeignlanguageteachereducation．Accordingtothesocialconstructivisttheory,foreignlanguageteacheristhekeyfactoroftheteachingandteachingreform．Foreign 万方数据天津科技大学硕士学位论文languageteachinglevelsofqualifiedfacultymembersinChinaarerelativelyweakandlackexcellentteachers．Itwillhaveanegativeeffectonthefurtherimprovementoftheoveralllevelofforeignlanguageeducation．Therefore，itisquitesignificantofstudyingonforeignlanguageteachereducationandteacherprofessionaldevelopment．2．5SummaryFromthequalitiesofuniversityforei龋languageteachersabroadandathome，foreignscholarshavefocusedontheoreticalqualityeducation，teachingskillstrainingandtheinternaltraits，suchasmotivation,personality,attitude,self-concepts，valuesandotherfunctions．Theypaidmoreattentiontothetrainingofteachers’self-reflectionawarenessandthewaysofdevelopment．However,thestudiesinChinahaveemphasizedthatteachingbehaviorsareinfluencedbytheteachers’thinkingqualitiesorprofessionalmoralqualities．ThebasiccommonviewsofChinesescholarsforthequalitiesofproficientforei盟languageteachersareasfollows：anexcellentforei盟languageteacherownsbroadknowledge，goodteachingability,hi曲morality,adedicatedheart，knowshowtoguidestudentsandorganizeteachingactivities．AlthoughmanypreviousstudieswereconductedaboutthequalitiesofuniversityEnglishteachers，therearesomelimitationsinthestudiesofthequalitiesofproficientuniversityforeignlanguageteachers．First，thesubjectsofmanystudieswereteachers，butfewrelatedstudieshavebeenconductedonstudents’viewsofqualitiesofgoodf．orei盟languageteachers．Fewauthorshavepaidattentiontothequalitiesofuniversityforeignlanguageteachersfrombothteachers’andespeciallystudents’voicesandmakeacomparisonbetweenthem．Second，mostresearchersoftheseresearcheshaveconducted 万方数据￡!望!竺!兰竺生!竺!!竺堡垦竺!!!theirstudiesbymeansofqualitativeresearch．Meanwhile，itseemsthattherearenotenoughquantitativeresearchestostudythequalitiesofproficientuniversityforeignlanguageteachers．Inpreviousstudies，onlyZhou’Sstudy(2010)isfoundtousequantitativeandqualitativeresearchesinasmallscalefromstudents’perspective．Ithasbeenfoundthatlittleresearchesfocusedonthequalitiesofuniversityf．orei弘languageteachersfromteachers’andstudents’perspectivesbyusingquantitativeresearchmethodinTia蜀i11．Therefore,thispresentstudywillinvestigatethequalitiesofproficientuniversityforeignlanguageteachersfromteachers’andespeciallystudents’voicesinTianjinUniversityofScienceandTechnology．AndthenacomparisonwillbemadeSOastofindoutthesimilaritiesanddifferencesviewedfromuniversityteachersandstudents．18 万方数据天津科技大学硕士学位论文ChapterThreeResearchMethodologyThischapteristogivethewholeresearchconducedbytheauthoranddescribesthequestionnairesurvey．ThesurveywasconductedfromJanuarytoDecemberin2012among100universitystudentsand74teachersfromSchoolofForeignLanguagesofTianjinUniversityofScienceandTechnologyinTianjin．Itconsistsoffiveparts：researchquestions；researchobjectives；researchmethod；researchprocedures；quantitativeresearch．3．1ResearchQuestionsTherearefourquestionswhichguidethisresearch．Theyareillustratedasfollows：1．Whatarethequalitiesofproficientuniversityforeignlanguageteachersviewedfromuniversityteachers?2．Whatarethequalitiesofproficientuniversityforeignlanguageteachersviewedfromuniversitystudents?3．Whatarethesimilaritiesanddifferencesofthequalitiesofproficientuniversityforeignlanguageteachers，viewedfromuniversityteachersandstudents?4．Ifuniversityteachersandstudentsviewedthequalitiesofproficientuniversityforeignlanguageteachersdifferently,whatarethepossiblereasonsforsuchdifferences?3．2RationalfortheUseofQuantitativeResearchMethodMethodologyisespeciallysignificantforaresearchinthatascientificmethodologyguaranteesthevaluableresult(Li2010)．Quantitativeresearchispowerfulwhentheresearchistovalidatethefindingsinpreviousstudies(Wen2004)．Thesurveyby 万方数据ChapterThreeResearchMethodologyquestionnaireaimstodeveloptheunderstandingofqualitiesofuniversityforeignlanguageteachers．Quantitativeresearchmethodisadoptedtohelpachievetheresearchpurpose．Quantitativeresearchmethodisakindofappliedsocialresearchmethodinwhichtheresearchersusequantitativeresearchapproaches，techniques，conceptsorlanguageintoasinglestudy(Johnson2004)．Quantitativeresearchmethodiswidelyusedinmanysocialsciencesincludingappliedlinguisticsandeducation．QuantitativeresearchCanmeasureandanalyzethequantifiedpartsofthethings，toverifysometheoryassumptionofthethingswhichalemadebyresearchersthemselves(Bergman2008)．Questionnairesurveymakestheresearcherscollectviewsofrespondentsinawiderange(Brown2001)．Therefore，theresultsofquestionnairesurveywillbemoreobjectivethanotherresearchmethodology．Quantitativeresultsprovetobemoreconvincing．Andalso，theresultsCanbegeneralizedtootherresearchcontextsduetoitslargesizeofsamples(Becker1986)．Therefore，thisthesisadoptsquantitativeresearchmethod．3．3Research0bjectivesAsisstatedinTwo，thepurposeofthisstudyistoexplorewhatthequalitiesofuniversityforeignlanguageteachersfromteachers’andespeciallystudents’viewsandcomparethembyinvestigatingwhichdifferencesleadtodifferentviewsofwhatconstitutesagoodforeignlanguageteacher．ThestudywasconductedinTianjinUniversityofScienceandTechnology(TUST)．TherationalforchoosingTianjinUniversityofScienceandTechnologyasresearchobjectivewerethefollowing：(1)Theauthor’ShometownisTianjinandhasstudiedasauniversitystudentinTUSTformanyyearsandfamiliarwithit．Itisfortheconvenienceof20 万方数据天津科技大学硕士学位论文makingthequantitativeresearchandqualitativeresearch．(2)Tianjinisoneoffourmunicipalitiesandabeautifulcitywithage—oldhistoryandculture，whichconsistsofthirteendistrictsandthreecounties．Itsattachingimportancetoeducationleadstomoreneedsofproficientuniversityforeignlanguageteachers．(3)ThefindingsofthepresentedstudymaybebeneficialforsomeforeignlanguageteachersinTianjintoimprovemeirteachingabilities，enhanceeducationprogramsofforeignlanguageteachersandtobegoodtrain豇'$．Inaddition,foreignlanguageteacherslearnhowtomakegooduseofmodernizedtechnologiesandmeans‘,soastoteachstudentsinaccordancewiththeiraptitudesandscientificallyandefficientlyconducttheclassroominstructions”(Zhao2005：69)．3．4l沁searchProceduresToclearlydemonstratetheabovegoalandresearchquestions，Figure3．1ispresented． 万方数据堡垒望!竺!垦!!竺壁!!!兰!坚壁!竺垒竺!竺型Figure3．1ResearchproceduresC-7．．—匙—searchquestio—n—s～，)上Whatarethequalitiesofproficientuniversityforeignlanguageteachersviewedfromuniversityteachers?Whatarethequalitiesofproficientuniversityforeignlanguageteachersviewedfromuniversitystudents?Whatarethesimilaritiesanddifferencesofthequalitiesofproficientuniversityforei盟languageteachers，viewedfromuniversityteachersandstudents?Ifuniversityteachersandstudentsviewedthequalitiesofproficientuniversityforeignlanguageteachersdifferently,whatarethepossiblereasonsforsuchdifferences?土宰ForeignlanguageteachersandstudentsofTUSTQuestionnaire土≤collectionanda≥土隧Questionnairesurvey豳DescriptiveandcorrelationalanalysisbySPSSr22 万方数据3．5QuantitativeResearch天津科技大学硕：t学位论文3．5．1SubjectsforQuestionnairesurveyisusedinthequantitativeresearch．ItwasconductedatTianjinUniversityofScienceandTechnology(TUST)．ThesubjectswereallforeignlanguageteachersandonehundredstudentsfromTUST．Thesubjectsforthefirstquestionnairewereallforeignlanguageteachers，whichwereEnglishteachers，Japaneseteachersandotherforei盟languageteachersfromSchoolofForeignLanguagesofTUST,atotalof74validquestionnaires．Amongthem，54teachersarefemaleand20teachersaremale．Thehighestacademicqualificationsincludebachelordegreeofnormaluniversity,bachelordegreeofnon·-normaluniversity,masterdegreeanddoctordegree．ThemajorsareEnglishmajor,otherforei髓languagesmajorsandnon-foreignlanguagemajor(SeeTable3．1)．Theteachingyearsoftheseteacherswerefromlessthan5yearstomorethan20years(SeeTable3．2)．Theprofessionaltitlesareassistant，lecturer,associateprofessorandprofessor．Thefirstquestionnaireaimedtofindoutthequalitiesofproficientuniversityforeign。languageteachersfromuniversityteachers’ForeignEnglishOtherforeignOthersSubLanguagelanguagesNumber61lO37423 万方数据堡垒望!!!!皇堡!垦旦!望堡垒坚!尘竺垒竺!旦旦Eleven．Sixteen．TeachinglessthanSix．tenMorethanfifteentwentySubYearsfiveyearstwentyyears-y7earsVearsNumber13241461774Thesecondstudywiththesamequestionnairedonewastohelptoresearchthesimilaritiesanddifferencesofthequalitiesofproficientf．orei口languageteachersfromuniversitystudents’perspective．Throughstratificationandobjectivesamplingmethods，106studentsamongfreshmen，sophomores，juniorsandseniorsofTUSTwereselectedinthesecondquestionnaireandallofthemwereatotalof100validquestionnaires(SeeTable3．3)．Table3．3DetailinformationofthestudentsGradesFreshmanSophomoreJuniorSeniorSubFemale913121751Male612181349Total1525301003．5．2ResearchInstrumentThequestionnairemainlybasedonseveraldimensionsofqualitiesofproficientforeignlanguageteacherswhichwereconstructedbyresearchersinChinafromtheperspectiveofteachers．ThedimensionswereEnglishlanguagepedagogicalcontentcompetence，viewoftheforeignlanguageteachingprofessionandprofessionalethics，viewofforeignlanguageteachingandlearning，viewoflanguageteacherleaminganddevelopmentandtheoreticalknowledgesystem．Thequestionnaire(SeeAppendix1)contained26items，mainlybasedonsevendimensions：(a)Viewofforeignlanguageteachingprofessionandprofessionalethics；(b)24 万方数据天津科技大学硕士学位论文Viewofforeignlanguageteachingandtheabilityofforeignlanguageteaching；(C)Foreignlanguageelementaryknowledgeandskills；(d)Foreignlanguagespecializedknowledge；(e)Theknowledgesystemofpedagogicalfield；(DForeignlanguagesubjectteachingknowledgesystem；(曲Viewsonleaminganddevelopmentofforeignlanguageteachers．Thesubjectsrespondedtoeachitemusingafive-pointscaleofanswers，rangingfrom1("disagree'’)，2("notcompletelyagree”)，3(“uncertain'’)，4(“agree'’)andto5("completelyagree")．：髓eparticipantschose1，2，3，4，5toeachitem，andthenthenumberWaSusedtocalculatethedifferentSDofusingqualitiesofproficientforeignlanguageteachers(SeeTable3．4)．Table3．4QuestionnaireSurveyQualitiesNotcompletelyCompletelyOrderDisagreeUncertainAgreeItemsagree12345These26itemsofqualitiesofforeignlanguageteachersweretranslatedfromChinesetoEnglish，keepingasmuchaspossiblethereferentialmeaningofthewords．Accordingtofourdimensions(Wu2005)，the26individualitemsaredividedintosevendimensionsinthispaper(SeeAppendix2)．3．5．3DataCollectionThequestionnairedesignprocess，fromin—depthinterviews，combinedwiththeuseofopen—endedquestionnaire，combinationandstatisticalcodingandclassification，whichbasedontheinvestigationandanalysisofinterviews．Openquestionnairedatawasobtainedfromthehighrepresentative，andtheprojectformedhalf-openquestionnaire．Throughthe25 万方数据竺塾!P!竺!!堡!垦!!!!竺垒丝!尘竺璺竺!竺型half-openquestionnairesurvey,theinitialformationofthepretestofthequestionnaire，andthroughthecorrectionstep，theformalquestionnairewasformedthroughtheprojectanalysis．Atlast，withthehelpofsupervisor,whoisbrilliantandprofessionalinEnglishlanguage，questionnairesofallforei盟languageteacherswerecollectedfinally．Byc磐efulquestionnaires’checking,74validquestionnairesbyteachersand100validquestionnairesbystudentswereselected．TheValidreturnrateis97．4％．Thedatacollected_，”，。##￡I·“唐赢r．fromthequestionnairesWaSdealt、析也thesoftwareStatisticalPackageforSocialScience{jforW'mdows13．0(SPSSl3．0)．3．5AValidityandReliability3．5．4．1ValidityAnalysisIntheresearch，addressingissuesofvalidityandreliabilityisfundamentaliftheresearchisexpectedtohaveanyvalue(Gu2009)．BaSedontheviewsofQin(2003)，validityistheanalysisoftherelationshipbetweenresearchpurposeanditemsofquestions．InordertoaSsurethevalidityofthequestionnaire，individualitemsofthequestionnaireintheLikertScalewerefinishedfromthefindingsaboutthefourdimensionsofWu(2005)andaddedinsomecontentsaboutqualitiesofproficientforeignlanguageteacherswiththehelpofauthor’Ssupervisor,whoisprofessionalandprominentinEnglish．Afterthequestionnairehadbeendesigned，questionnairewasgiventhesuggestionsbysomeexperiencedteacherswhowerefamiliarwiththecontentsunderinvestigation．Andthen，thequestionnairewasrevisedbyauthor’Ssupervisor．Apilotstudywasconductedtofindwhetherthequestionnairehadpotentialproblems．Thequestionnairewasfinallyrevisedbaseduponthefeedbacksgivenbytherespondents．26 万方数据天津科技大学硕士学位论文3．5．4．2ReliabilityAnalysisBecauseofseekingtheconsistencyofresearchinstrument，SPSS13．0wasadoptedtoanalyzethereliabilityofthequestionnairebytheCronbachalphacoefficient．CronbachalphaisusedtoexamtheinternalreliabilityanditisoftenbetweenO．00to1．00．WhiletheCronbachalphaishigh，theconsistencyisgoodandthemeasuredresultsarereliable．InQin’Sopimon(2003)，itisconsideredthatiftheCronbachaiphaishigherthan0．70，theinternalreliabilityofthequestionnaireisacceptable．Inthequestionnairesurvey,thewholeCronbachalphacoefficientofallthedimensionsonqualitiesofproficientuniversityforeignlanguageteacherswereanalyzedfromtheperspectivesofuniversityteachersandstudents(SeeTable3．5andTable3．6)．NofItemsNofRespondentsCronbach’sAlphaAlltheDimensi。ns2674o．834ItCanbeseenfromTable3．5，throughthereliabilityanalysisofailthedimensions，theAlphacoefficientsreachO．834(>0．70)．Itcanbeknownthateachdimensionhashighreliabilityandgoodconsistencebecausetheaiphaofailthedimensionsismorethan0．70．NofItemsNofRespondentsCronbach’SAlphaAlltheDimensi。ns261000．785ItCanbeseenfromTable3．6，throughthereliabilityanalysisofthewholedimensions，theAlphacoefficientsreach0．785(>0．70)．ItCanbeseenthateachdimensionhashighreliabilityandgoodconsistence． 万方数据 万方数据天津科技大学硕士学位论文ChapterFourResultsandDiscussionsBasedonthecontentsofliteraturereviewaboutqualitiesofproficientforeignlanguageteach；ers，oualifiesofproficientuniversityforeignlanguageteacherswillbeanalyzedanddiscussedindetail．Analysesanddiscussionsofqualitiesofproficientuniversityforeignlanguageteachersaredividedintothreegroupsandeachgroupconsistsoftwoparts．Differentteachersandstudentshavedifferentideasonqualitiesofaproficientuniversityforeignlanguageteacher．4．1DescriptiveStatisticsofQuafitiesofProficientUniversityForeignLanguageTeachersfromthePerspectiveofUniversityTeachersTheresultsanddiscussionsofqualitiesofproficientuniversityf．orei髓languageteachersviewedfromuniversityteachersincludetwoparts．Thefirstpartistoanalyzethegeneralqualitiesofproficientuniversityforeignlanguageteachers，presentingthemeansandthestandarddeviationsofsevendimensions．Thesecondpartistoanalyzetheindividualitemsineachdimension．Theresultswillbedisplayedbymeanscoreandthestandarddeviationofeachindividualitemandthefrequencyaswellaspercentage．4．1．1GeneralQualitiesofProficientUniversityForeignLanguageTeachersAccordingtothefindingsofthedimensionswhichwereputforwardbyWu(2005)，proficientuniversityforeignlanguageteacherspossessthesedimensionsofqualities：(1)Viewofforeignlanguageteachingprofessionandprofessionalethics；(2)Viewofforeign29 万方数据ChapterFourResultsandDiscussionslanguageteachingandtheabilityofforeignlanguageteaching；(3)Foreignlanguageelementaryknowledgeandskills；(4)Foreignlanguagespecializedknowledge；(5)Theknowledgesystemofpedagogicalfield；(6)Foreignlanguagesubjectteachingknowledgesystem；(7)Viewsonlearninganddevelopmentofforeignlanguageteachers．Inordertosolvetheresearchquestionone，themeanscoreandthestandarddeviationofeachdimensiona；leused．Theoveralldepictionofuniversityforeignlanguageteachers’{opinionsis、，shown(SeeTable4．1)onthesevendimensionsofqualifieswhichproficientuniversity向rei弘languageteacherspossess．Table4．1Generalqualitiesofproficientuniversity南确鳃languageteachersviewedfromStd．OrderDimensionNMeanDeviatiohForeignlanguag酋elementaryknowledgeand1744．58O．57skillsViewofforeignlanguageteachingprofessionand2744．39O．66professionalethicsViewofforeignlanguageteachingandtheability3744．190．95offoreigulanguageteaching4Foreignlanguagespecializedknowledge744．18O．67Foreignlanguagesubjectteachingknowledge5744．140．78system6Theknowledgesystemofpedagogicalfield744．07O．83Viewsonlearninganddevelopmentofforeign7743．880．94languageteachersAscanbeseeninTable4．1，themeanscoreofforeignlanguageelementaryknowledgeandskillsreachesto4．58andstandarddeviationreachesto0．57．Thisdimensionhasthehi曲estmeanscore(4．58)buthasasmalleststandarddeviation(O．57)，whichsuggeststhatforeignlanguageteachersdon’tvarymuchonthisdimension．Tothedimensionofviewof0foreignlanguageteachingprofessionandprofessionalethics，itliesinthesecondplaceand30 万方数据天津科技大学硕士学位论文themeanscorereaches4．39withstandarddeviationreachingto0．66．Thedimensionofviewofforeignlanguageteachingandtheabilityofforeignlanguageteachingoccupiesthethirdplacewiththemeanscorereachingto4．19andthelargeststandarddeviationreachingt00．95．Thefourthplaceisforeignlanguagespecializedknowledge．Themeanscoreis4．18．ThestandarddeviationisO．67．Nextisthedimensionofforeignlanguagesubjectteachingknowledgesystem，withitsmeanof4．14andS．D．of0．78．Thedimensionoftheknowledge二systemofpedagogicalfieldoccupiesthesixthplacewiththemeanscorereaching4．07．Thestd．deviationisO．83．Theseventhplaceisthedimensionofviewsonleaminganddevelopmentofforeignlanguageteachers，WiⅡlitsmeanof3．88andS．D．of0．94．Tomakeasummary,universityf．0rd黟languageteachersstronglysupportedallthesevendimensions．Fromtheperspectiveofuniversityteachers，theresultindicatesthatthesedimensionsarequalitieswhichproficientuniversityforeignlanguageteachersown．Furthermore，throughthecomparisonofmeanscoresofthesevendimensions，forei班languageelementaryknowledgeandskillsareconsideredasthemostessentialqualitiesofproficientuniversityforeignlanguageteachersviewedfromuniversityteachers．Besides，othersixdimensionsarerankedlowerthanforeignlanguageelementaryknowledgeandskills，butinthestudytheyareemphasizedbyuniversityteachers．Inthefollowingsection，theauthordepictseachindividualitemofsevendimensionsindetailfromthefirstdimensiontotheseventhdimension．4．1．2IndividualItemsofQualitiesofProficientUniversityForeignLanguageTeachersItisknownthatproficientuniversityforeignlanguageteacherspossessthesequalities 万方数据ChapterFourResultsandDiscussionsviewedfromuniversityteachers．ForgainingmoredetailsaboutqualitiesofproficientuniversityFLteacherstoupgradeforeignlanguageteachinglevel，someprofessionalimplicationsandmoreresearchwillbedone．Thispartrevealsindividualitemsofsevendimensionsanalyzedbythemeanscoresandstandarddeviations．Theillustrationswillbemadebyfrequenciesandpercentages．4．1．2．1IndividualItemsintheDimensionofViewofForeignLanguageTeachingProfessionandProfessionalEthiesFromtheperspectiveofuniversityteachers，viewofforeignlanguageteachingprofessionandprofessionalethicsareconsideredtobetheft．,standmostsignificantqualitiesthatproficientuniversityforei萨languageteachersshouldownintheresearch．Anoveralldepictionofuniversityforei铲languageteachers’opinionsisrevealed(SeeTable4．2)abouttheindividualitemsinthisdimension．Table4．2ItemsinthedimensionofviewofforeignlanguageteachingprofessionandOrderItemsNMearlSDHavenobleviewofprofessionandprofessional1744．5270．602ethicsHaveadedicatedheartandsenseof、2744．5000．626responsibilityHaveasenseofmissionofteachingand3744．3920．658cultivatingstudentsAsshowninTable4．2，themeanscoresofindividualitemsinthefirstdimensionreachhigherthan4．whichismorethan3．5．Thestandarddeviationsvaryfrom0．602toO．658．Thus，ba．sedontheproposalofOxfordandBurry-Stock(1995)，each．individualiteminthe32 万方数据天津科技大学硕士学位论文dimensionofviewofforeignlanguageteachingprofessionandprofessionalethicsisapprovedbyuniversityforeignlanguageteachers．Inotherwords，fromuniversityteachers’perspective，proficientuniversityforeignlanguageteachersshouldownsuchqualitiesthathavingnobleviewofprofessionandprofessionalethics，havingadedicatedheartandsenseofresponsibilityandhavingasenseofmissionofteachingandcultivatingstudents．Inthefollowingpart，frequenciesandpercentagesofindividualitemswillberevealed．Becausethemeanscoresofindividualitemsarehigherthan3．5，thefrequenciesandpercentagesof“agree(=4)”and“completelyagreee5)”willbeanalyzed．ItCanoffermoreinformationabouteachindividualitem．Table4．3FrequenciesandpercentagesofviewofforeignlanguageteachingprofessionandNotComplItemsDisagreecompletely踟certainAgreeetelyagreeHavenobleviewoffrequencyO42743professionandprofessionalethicspercentage05．436．558．1HaveadedicatedfrequencyO42941heartandsenseofresponsibilitypercentage05．439．255．4HaveasenseofmissionofteachingfrequencyO073136andcultivatingstudentspercentage09．541．948．．6AscanbeseeninTable4．3，havingnobleviewofprofessionandprofessionalethicsisregardedasthefirstandmostimportantqualityinthedimensionofviewofforeignlanguageteachingprofessionandprofessionalethicsfromuniversityteachers’perspective．Amountingto94．6％(36．5％agreedand58．1％completelyagreed)offoreignlanguage33 万方数据￡垒璺P!竺!竺!!垦皇!竺!!!呈璺垒里!!!竺!!!竺翌!teachersinTUSTapprovedit．55．4％ofuniversityteacherscompletelyagreedand39．2％ofthemagreedthatproficientuniversityforeignlangnageteachershavethededicatedheartsandsensesofresponsibility．90．5％(41．9％agreedand48．6％completelyagreed)ofteachershadtheopinionthatproficientuniversityforeignlanguageteachershavesenseofmissionofteachingandcultivatingstudents．Regardedas"en舀nemo。fhumansouls"，universityteachersareresponsibleforq，cultivatingthestudentsintheirstudiesandlives．Asthesoulsofteachers’qualifies，professionalethicsandviewofforeignlanguageteachingprofession玳approvedbyuniversityteachersinthestudy．Notonlydoproficientuniversityfo商印languageteachershavenobleviewofprofessionandprofessionalethics，butalsohavededicatedheartsandsensesofresponsibilityandcultivatethestudents．Aproficientteacherisanexcellentperson．Proficientforei班languageteachershavenobleprofessionalethics．Havingnobleviewofprofessionandprofessionalethicsisregardedasthemostimportantqualityofproficientuniversityf．0rei萨languageteachersfromtheperspectiveofuniversityteachers．ButonlyhavingnobleprofessionalethicsisnotenoughtobeaproficientFLteacher,adedicatedheart，senseofresponsibilityandmissionofteachingandcultivatingstudentsarealsoemphasizedfromteachers’perspective．Theteachers’aimistoimpactknowledgetostudentsthattheywillneverforgetwhateverteachersacquiredandtheytriedtoimpacttostudents．．Furthermore，teachershavededicatedheartsandthesensesofresponsibilityforteachingjob．Universityforeignlanguageteachersdotheirworkwithastrongsenseofresponsibilityandrigor．Last，proficientforeignlanguageteachershaveasenseofmission 万方数据天津科技大学硕士学位论文ofteachingandcultivatingstudents．Asenseofmissionforteachingisanessentialpartoftheteachingprocess．Teachersdonotteachforfameandprofit．He／shewantstobeateacherbecausehe／shelovehis／hercareerandhasamissionforimpartingtheknowledgetostudents．Proficientforeignlanguageteachersarefriendlyandwarm-heartedwithstudentsandcaringforstudents．Andmeycancommunicateverywellwimstudentsandunderstandwhatstudentsknowandmeyneed．≮￡2．2IndividUalIlj备击§矗。theDimensionofViewofForeignLanguageTeachingandtheAbilityofForeignLanguageTeachingFromtheperspectiveofuniversityteachers，viewofforeignlanguageteachingandtheabili哆offorei盟languageteachingareapprovedtobeadimensionofthequalitiesthatproficientuniversityforeignlanguageteacherspossessintheresearch．ToprovidespecificimplicationsforFLteachers，ageneralunderstandingofdetailedinformationaboutindividualitemsinthisdimensionwillberevealed(SeeTable4．4)．Table4．4ItemsinthedimensionofviewofforeignlanguageteachingandtheabilityofOrderItemsNMeanSDCreatelearningchanceforthesakeofstudentsandfcultivatestudents’1744．3650．674communicativeabilitieswithaforeignlanguage2Asenseofhumorandlivelyclassatmosphere744．2570．777Helpstudentsrealizetheirforeignlanguage3734．247O．813learningmethodsPayattentiontotheexplorationofcurriculum4744．1760．728reSOUrCeS35 万方数据璺!望!竺!竺兰!垦!!竺!!!!!璺里!!!竺!!!竺旦!AscanbeseeninTable4．4．themeanscoresofindividualitemsinthisdimensionreachhigherthan4，whichismorethan3．5．AndthestandarddeviationsvaryfromO．674toO．813．Therefore，basedontheproposalofOxfordandBurry-Stock(1995)，eachindividualiteminthedimensionofviewofforeignlanguageteachingandtheabilityoffbrei盟languageteachingisapprovedbyuniversityf．orei弘languageteachers．Inotherwords，fromtheperspectiveofuniversityteachers，proficientuniversityforeignlanguageteacherspossesssuchqualities弱creatinglearningchancesforthesakeofstudentsandcultivatingstudents’communicativeabilitieswimaf．0rei印language，helpingstudentsrealizetheirforeignlanguagelearningmethods，payingattentiontotheexplorationofcurriculumresources．Inaddition，proficient．universityteachersarehumorousandcreatelivelyclassatmosphere．Inthefollowingsection，frequenciesandpercentagesofeachindividualitemwillberevealed．Becausethemeanscoresofindividualitemsarehigherthan3．5，thefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5y’isanalyzed．Itcanprovidemoreinformationaboutindividualitems．Table4．5FrequenciesandpercentagesofviewofforeignlanguageteachingandtheabilityN0tCompItemsDisagreecompletelyUncertainAgreeletelyagreeCreatelearningchanceforthesakefrequencyO23733ofstudentsandcultivatestudents’communicativeabilitieswithapercentageO2．7’50．044．636 万方数据天津科技大学硕士学位论文foreignlanguageAsenseofhumorfrequency0363431andlivelyclassatmospherepercentageO4．18．145．941．9Helpstudentsrealizetheirforeignfrequency1253530languagelearningmethodspercentage1．42．76．947．941．1Payattentiontotheexplorationoffrequency01ll3626curriculumpercentageO1．315．048．635．1resourcesTable4．5showsthatthisitemcreatinglearningchancesforthesakeofstudentsandcultivatingstudents’communicativeabilitieswithaforei盟languageisregardedasthemostessentialqualityinthedimensionofviewofforei盟languageteachingandtheabilityofforeignlanguageteachingfromuniversityteachers’perspective．Asmanyas94．6％(50．O％agreedand44．6％completelyagreed)offoreignlanguageteachersapprovedtheitem．45．9％ofuniversityteachersagreedand41．9％ofthemcompletelyagreedthatproficientuniversityforeignlanguageteachershaveasenseofhumorandcreatelivelyclassatmosphere．89％(47．9％agreedand41．1％completelyagreed)ofteachershadanopinionthatproficientuniversityforeignlanguageteachershelpstudentsrealizetheirforeignlanguagelearningmethods．83．7％(48．6％agreedand35．1％completelyagreed)agreedthatprofcientuniversityforeignlanguageteacherscanpayattentiontotheexplorationofcurriculumresources．Proficientuniversityforeignlanguageteachershavetheabilitiesofforeignlanguageteachingviewedfromuniversityteachers．Indetail，proficientuniversityFLteacherscreatelearningchancesforstudents，cultivatestudents’communicativeabilitieswithaforeignlanguageandhelpstudentsrealizetheirforeignlanguagelearningmethods．Inaddition，as37 万方数据竺垦塑!竺!竺!!垦!!竺!!!呈璺垡旦!!!竺!墅竺旦!proficientuniversityFLteachers，theyarehumorous．Theycreatelivelyclassatmosphereandpayattentiontotheexplorationofcurriculumresources．Acquiringthelanguageknowledgeandknowinghowtocommunicatewithlanguageareessentialtotheforeignlanguageteachers．Goodcommunicationinthelanguageisfundamentalforgoodforei印languageteaching(Brown2000)．TheresultsoftheresearchturnoutproficientuniversityFLteachershavetheviewofforeignlanguageteachingandtheabilityofforeignlanguageteachingfromtheperspectiveoff．orei弘languageteachers．Teachersinitiatestudentsintotheknowledgetostudentsbyusinglanguage,∞teachers’languageabilitiesareimportant(Yaheta1．2012)．Studentspossessingcommunicativeabilities、析maforeignlanguagearenecessaryfortheirfuturestudyandwork．Foreignlanguageteacherscultivatetheabilitiesandcreatethelearningchancesforstudents．“Teachersimpartstudentshowtolearn，bringstudents’interestinlearningandmotivatestudentstolearnbythemselves”(Wang2002：3)．Forexample，foreignlanguageteacherscreatechancestoencouragestudentstoshowtheirideasontheplatformandrehearseEnglishdramasorshortdialogues．Second，proficientuniversityforeignlanguageteachersarehumorousandtheirclassatmosphereislivelyandtheycreateinteractiveteaching．Asenseofhumorisbeneficialforteachingandlearningandmakeclassatmospherelively．Third，foreignlanguageteacherstakeconsiderationoftex．tbook’Sknowledgeandstudents’proficiencylevels．TeachersteachstudentswhattheyaremoreinterestedinSOastohelpstudentsfindthemoresuitablelearningmethodsthantheoriginalones(Jensen1998)．Andproficientforeignlanguageteacherspayattentiontotheexplorationof38 万方数据天津科技大学硕二【：学位论文curriculumresources．Hargreavesarguesthat“Teachersdevelopthecurriculum，defineandreinterpretittoo；itiswhatteachersthink，whatteachersbelieveandwhatteachersdoattheleveloftheclassroomthatultimatelyshapesthekindoflearningthatyoungpeopleget’’(Hargreaves1994：ix)．4．1．2．3IndividualItemsintheDimensionofForeignLanguageElementaryKnowledgeandSkills。Fromuniversityteachers’perspective，thisdimensionisapprovedtobeadimensionofthequalitiesofproficientuniversityforci弘languageteachers．Theoverflldepictionofuniversityforeignlanguageteachers’opinionsisshown(SeeTable4．6)abouttheindivid,,mlitemsinthisdimension．OrderItemsNMeanSDHavestrongforeignlanguageprofessional1knowledge(1istening，speaking，reading，writing744．5810。574andgrammar)andpracticalcompetenceTable4．6showsthatthemeanscoreofindividualiteminthedimensionofforeignlanguageelementaryknowledgeandskillsreachto4．581，higherthan4(>3．5)．Thestandarddeviationis0．574．Therefore．accordingtotheproposalofOxfordandBurry-Stock(1995)，theindividualitemisapprovedbyuniversityforeignlanguageteachersasqualitiesofproficientforeignlanguageteachers．Inotherwords，fromuniversityteachers’viewpoint，proficientuniversityforeignlanguageteachersowngoodforeignlanguageprofessionalknowledge(1istening：speaking，reading，writing，grammar)and39 万方数据ChapterFourResultsandDiscussionspracticalcompetence．"Haedetailedanalysisofindividualitemwillbeanalyzedbythefrequencyandpercentageof“agree(=4)”and“completelyagree(=5)”abouttheindividualitem．Table4．7FrequenciesandpercentagesofforeignlanguageelementaryknowledgeandskillsNotItemsDisagreecompletelyUncertainAgreeCompletelyagreeHavestrongfordgnlanguagefrequency0O32546professionalknowledgeandpracticalpercentage04．133．862．1competenceAsshownabove，33．8％offoreignlanguageteachersagreedand62．1％ofteacherscompletelyagreed．Theyrespondedthatproficientuniversityforeignlanguageteachershadstrongforeignlanguageprofessionalknowledgeandpracticalcompetence．ThisitemisconsideredtobeaqualitythatproficientuniversityFLteachersneedtohave，becausetotally95．9％ofteachersagreed．Proficientuniversityforeignlanguageteachershaveforeignlanguageelementaryknowledgeandskillsfromuniversityteachers’views．Indetml，asgooduIlive是ityforeignlanguageteachers，theyhavestrongforeignlanguageprofessionalknowledgeandpracticalcompetence．Universityforeignlanguageteachershaveaccumulatedplentyofknowledge．Thus，theiracademiclevelsofprofessionalknowledgeareveryhigh．Proficientuniversityforeignlanguageteachershavegoodlanguageproficiencywithgoodpronunciation，spoken 万方数据天津科技大学硕士学位论文Englishandintonation．Foreignlanguageteachersmustbecompetentwithprofessionalknowledgethattheyhaveinordertopassonknowledgetostudents．Forproficientforeignlanguageteachers，‘‘theyhavemasteredtheforeignlanguagewhichtheyareteachingandtheskillsittakestoteachthatlanguage'’(Zhang2005)．AsanEnglishteacherorotherlanguageteacher,he／sheneedstohaveahandleonthedementsofforei趴languageaswellashavingabackgroundineducation．4．1．2．4IndividualItemsintheDimensionofForeignLanguageSpecializedKnowledgeAccordingtotheresultsinTable4．1，thedimensionoff．orei伊languagespecializedknowledgeareapprovedtobeadimensionofthequalitiesthatproficientuniversityforei弘languageteachersown．Inordertoprovidespecificimplicationsforforeignlanguageteachers，ageneralunderstandingofdetailedinformationaboutindividualitemsinthisdimensionwillberevealed(SeeTable4．81．OrderItemsNMcanSDMasterlinguisticknowledgeinphonetics，1734．2740．692lexicologyandsyntaxGoodcommandofforeignculture，literatureand2744．1760．669literarycriticismofthetargetcountry3Masterappliedlinguisticknowledge744．0950．762Masterdiscourseanalysisandcommunication4733．9180．795strategiesKnowwellaboutlinguisticvariationandits5743．838O．951influenceonlanguagelearningAsshowninTable4．8，themeanscoresofindividualitemsinthisdimensionreach 万方数据ChapterFourResultsandDiscussionshigherthan3．5．withstandarddeviaionsvaryingfrom0．669toO．951．BasedontheproposalofOxfordandBurry-Stock(1995)，eachindividualiteminthisdimensionisperceivedbyuniversityforeignlanguageteachersasqualitiesofproficientuniversityforei鲈languageteachers．Fromuniversityteachers’perspective，proficientuniversityf．0rei驴languageteachersownsuchqualitiesasmasteringlinguisticknowledgeinphonetics，lexicologyandsyntax，goodcommandofforeignculture，literatureandliterarycriticismofthetargetcountr)；masteringappliedlinguisticknowledge,masteringdiscourseanalysisandcommunicationstrategiesandknowingwellaboutlinguisticvariationanditsinfluenceonlanguagelearning．Inthefollowingsection，individualitemswillberevealedindetailbythefrequencyandpercentage．Thefrequenciesandpercentages。of“agree(=4)”and“completelyagree(-5)”willbeanalyzedandoffermoreinformationabouteachindividualitem．NOtItemsDisagreecompletelyUncertainAgreeCompletelyagreeMasterlinguisticfrequencyO0103330knowledgeinphonetics，lexicologyandpercentage013．745．241．1syntaxGoodcommandofforeignfrequency0l84223culture，literatureandliterarycriticismofthepercentageO1．310．856．831．1targetcountryMasterappliedfrequency194221’linguisticknowledgepercentage1．312．256．828．442 万方数据天津科技大学硕：十J学位论文MasterdiscourseanalysisandfrequencyO3173617communicationstrategiespercentage04．123．349．323．3Knowwellaboutlinguisticfrequency23193l19variationanditsinfluenceonlanguagepercentage2．74．O25．741．925．7learning’“7’’。⋯Asmanyas86．3％(45．2％agreedand41．1％completelyagreed)ofuniversityteachersagreedthatprofidentuniversityFLteachersmasterlinguisticknowledgeinph伽l舐cs，lexicologyandsyntax．87．9％(56．8％agreedand31．1％completelyagreed)ofuniversityteachersagreedthatproficientuniversityFLteacherscommandforeignculture，literatureandliterarycriticismofthetargetcountry．85．2％(56．8％agreed．and28．4％completelyagreed)ofuniversityteachersthoughtthatproficientuniversityFLteachersmasterappliedlinguisticknowledge．49．3％ofteachersagreedand23．3％ofteacherscompletelyagreedthatproficientuniversityforeignlanguageteachersmasterdiscourseanalysesandcommunicationstrategies．Knowingwellaboutlinguisticvariationanditsinfluenceonlanguagelearningareconsideredtobethequalitythatproficientuniversityforeignlanguageteachersneedtohave．because41．9％agreedand25．7％completelyagreed，asshowninTable4．9．Proficientuniversityforeignlanguageteacherspossessforeignlanguagespecializedknowledgeviewedfromuniversityteachers．ProficientuniversityFLteachersnotonlymasterlinguisticknowledgeinphonetics，lexicology,syntaxandappliedlinguisticknowledge，butalsomasterdiscourseanalysisandcommunicationstrategies(Searle1969)．Inaddition，asproficientuniversityFLteachers，theycommandforeignculture，literature43 万方数据壁竺坚!竺竺!墼型堡垒盟型!竺型竺翌!andliterarycriticismofthetargetcountryaswellasknowaboutlinguisticvariationanditsinfluenceonlanguagelearning．Proficientuniversityforeignlanguageteachershavewiderangeofknowledgeandsolidforeignlanguagespecializedknowledge．“Teachingiscomplicatedbythefactthatford弘languageteachersareusuallynon-nativespeakerswhomaylackopportunitiestouse雠languageorlackco．nfidenceinusingit'’(CarterandNunan2001)．Foreignlanguageteachersteach谢也methodsthatstudentsareunabletopredict．。"AnyonewhospeaksEngl琏毛赫t⋯eachEnglish；thisisasimplisticversion'’(Befliner2000：359)．Goodforeignlanguageteachersar．ecapabletoteachmuchspecializedknowledgeoftheirsubjects．Itisveryimportantfor向rei萨languageteacherstolearntheforei印languageknowl乒geforthespecializedsubject．4．1．2．5IndividualItemsintheDimensionoftheKnowledgeSystemofPedagogicalFieMFromtheuniversityteachers’viewpoint，thedimensionoftheknowledgesystemofpedagogicalfieldareapprovedtobeadimensionofthequalitiesofproficientuniversityf．orei萨languageteachers．Theoverallpictureofuniversityforeignlanguageteachers’opinionsisshown(SeeTable4．10)abouttheindividualitemsinthisdimension．Table4．10Itemsinthedimensionoftheknowledgesystemofpedagogica．fieldOrderItemsNMeanSDlDifferentialtreatmentineducation744．4320．664Masterteachingactivityandclassroom2744．3240．664managementstrategies3Possesstheknowledgeofeducationalpsychology744．1350．728 万方数据天津科技大学硕：L学位论文4Applytheknowledgeinpedagogicalprinciples744．0680．8335Mastertheinformationofthetestingsystem743．8380．759AsshowninTable4．10，themeanscoresofindividualitemsinthisdimensionreachhigherthan3．5．Thestandarddeviationsvaryfrom0．664toO．833．Therefore．eachindividualiteminthedimensionisapprovedbyuniversityforeignlanguageteachers．Inuniversityteachers’viewpoint，proficientuniversityf．orei盟languageteachersownsuchqualitiesasdifferentialtreatmentineducation，maSteringteachingactivityandclaSsroom。managementstrategies，possessingtheknowledgeofeducationalpsychology,applyingtheknowledgeinpedagogicalprinciplesandmaSteringtheinformationofthetestingsystem．Inthefollowingpart，frequenciesandpercentagesofindividualitemswillberevealed．Becausetheineanscoresofindividualitemsarehigherthan3．5，thefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”willbeanalyzed．Itoffersmoreinformationabouteveryindividualitem．NotItemsDisagreecompleteUncertainAgreeCompletelyagreelyagreeDifferentialfrequencyO143138treatmentineducationpercentageO1．35．441．951．4MasterteachingactivityandfrequencyO83432claSsroommanagementpercentageO10．846．043．2strategiesPossesstheknowledgeoffrequency01123724educationalpercentage01．416．250．032．4psychology45 万方数据ChapterFourResultsandDiscussionsApplytheknowledgeinfrequency1l143424pedagogicalprinciplespercentage1．418．945．932．4MasterthefrequencyO2223614informationofthetestingsystempercentage02．729．748．718．9As伽beseeninTable4．11，differentialtreatmentineducationoccupiesthefirstplaceinthedimensionoftheknowledgesystemofpedagogicalfieldfromuniversityteachers’perspective．93．3％(41．9％agreedand51．4％completelyagreed)ofuniversityteachersheldtheopinions．89．2％(46．0％agreedand43．2％completelyagreed)ofuniversityteachersagreedthatproficientuniversityFLteachersmasterteachingactivityandclassroommanagementstrategies．50．O％agreedand32．4％completelyagreed，asmanyas82．4％ofparticipantsthoughtthatproficientuniversityFLteacherspossesstheknowledgeofeducationalpsychology．45．9％ofparticipantsagreedand32．4％ofparticipantscompletelyagreedthatproficientuniversityforeignlanguageteachersapplytheknowledgeinpedagogicalprinciples．Masteringtheinformationofthetestingsystemisconsideredtobethequalitythatproficientuniversityforeignlanguageteachershave,because48．7％agreedand18．9％completelyagreed．Proficientuniversityforeignlanguageteachershavetheknowledgesystemofpedagogicalfieldfromtheteachers’voices．Theynotonlymasterteachingactivity,classroommanagementstrategiesanddifferentialtreatmentineducation，butalsomastertheinformationofthetestingsystem．Andasproficientuniversityforeignlanguageteachers，theypossesstheknowledgeofeducationalpsychologyaswellasapplytheknowledgeinpedagogicalprinciples． 万方数据天津科技大学硕士学位论文AproficientforeignlanguageteacherCanbeabletomakethelearningexperiencefunforallstudents．Itshouldbeabletoimplementthecreativityintheclassroomsandmakeeverystudentinvolvedintothevariousactivities(KottlerandZehm2005)．Thegroupparticipationofstudentscarlbeencouraged．Anotherveryimportantqualitywhichisrequiredinaproficientlanguageteacherisdifferentialtreatmentineducation．Aproficientforeignlanguageteachershouldbeabletoshowdifferentialtreatmenttostudentsandbeconcernedaboutthecareerofstudents(Wolf1987)．4．1．2．6IndividualItemsintheDimensionofForeignLanguageSubjectTeachingKnowledgeSystemAsshownpreviously,thedimensionofforei弘languagesubjectteachingknowledgesystemareapprovedtobethequalitiesofproficientuniversityforeignlanguageteachersbyuniversityteachers．Theoverallpictureofuniversityf．orei踮languageteachers’opinionsispresented(SeeTable4．12)abouttheindividualitemsinthisdimension．’l'able4．。2ItemsinthedimensionottorelgnlanguagesubjectteachingknowledgesystemOrderItemsNMeanSDMasterconcreteforeignlanguageteachingl744．4320．684strategiesTeachtargetlanguagecultureinforeignlanguage，2744．2030．776teachingFamiliarwithsecondlanguageacquisition，3744．1350．782learningstrategiesandlearningstyles4Mastermanyforeignlanguageteachingmethods744．08l0．947Table4．12displaysthatthemeanscoresofindividualitemsinthedimensionofforeignlanguagesubjectteachingknowledgereachhigherthan4，whichismorethan3．5．47 万方数据ChapterFourResultsandDiscussionsThestandarddeviationsvaryfromO．684toO．947．Thus．everyindividualiteminthedimensionisapprovedbyuniversityforeignlanguageteachers．Inotherwords，fromuniversityteachers’perspective，proficientuniversityforeignlanguageteachershavesuchqualitiesthatmasteringconcreteforeignlanguageteachingstrategies，teachingtargetlanguagec咄tureinforei萨languageteaching，familiaritywithsecondlanguageacquisition,l哆啦gs媳tegie，，s一．，翌ⅢlearningstyleandmasteringmanyforeignlanguageteaCbingThedetailedanalysesofindividualitemswillbeanalyzedbythefrequenciesandpercentagesof“agree(_4)”and“completelyagree(_5)'’abouttheindividualitemsinthisTable4．13FrequenciesandpercentagesofforeignlanguagesubjectteachingknowledgeNotItemsDisagreecompletelyUncertainAgreeCompletelyagreeMasterconcretefrequencyO152939forei盟languageteachingstrategiespercentage01．36．839．252．7TeachtargetfrequencyO373628languagecultureinforei印languageteachingpercentageO4．19．548．637．8Familiarwith●secondlanguagefrequencyO2123426acquisition，learningstrategiespercentage02．716．246．035．1andlearningstylesMastermanyfrequency2123028foreignlanguageteachingmethodspercentage2．716．240．637．8Asshownabove，masteringconcreteforeignlanguageteachingstrategiesoccupiesthe 万方数据天津科技大学硕士学位论文firstplaceinthisdimensionfromuniversityteachers’opinions．91．9％f52．7％completelyagreedand39．2％agreed)ofuniversityteachersheldtheopinions．86．4％f48．6％agreedand37．8％completelyagreedlofuniversityteachersagreedthatproficientuniversityforeignlanguageteachersshouldteachtargetlanguagecultureinforeignlanguageteaching．46．0％agreedand35．1％completelyagreed，asmanyas81．1％ofparticipantsthoughtthatproficientuniversityFLteachersarefamiliarwimsecondlanguageacquisition,learningstrategiesandlearningstyles．MasteringmanyforeignlanguageteachingmethodsisconsideredtobeaqualitythatproficientuniversityFLteachersneedtohave,because40．6％ofteachersagreedand37．8％completelyagreed．Theiterhsofthedimensionforeignlanguagesubjectteachingknowledgesystem，astheteachers’qualities，areapprovedbyuniversityteachersinthestudy．Proficientuniversityforei萨languageteachersnotonlymastermanyforeignlanguageteachingmethodsandstrategies，butalsoarefamiliarwithsecondlanguageacquisition，learningstrategies，learningstylesandteachtargetlanguageculture．Inaddition，thepurposeforforeignlanguageteacherstopursueavarietyofteachingmethodsisinterpretedineducationalpsychology(GageandBerliner1998)．Thus，proficientuniversityforeignlanguageteachersshouldmasteravarietyofforeignlanguageteachingmethods，forinstance，usingPPTandvideo，playingEnglishTV．Excellentteachersalsoexplaintheknowledgeduringclassesandexercisesafterclassesandteachtargetlanguagecultureinteaching'(Brisk2007)．4．1．2．7IndividualItemsintheDimensionofViewsonLearningandDevelopmentofForeignLanguageTeachers49 万方数据竺!翌!竺!竺竺!垦皇!竺!塑竺堡里!!!竺!墅竺翌!Asshownbefore，thedimensionofviewsonlearninganddevelopmentofforeignlanguageteachersareapprovedbyuniversityteachersintheresearch．ItsupposesthatuniversityFLteachersowntheviewsonlearninganddevelopmentfromtheirperspective．Theinformationoftheindividualitemsinuniversityforeignlanguageteachers’opinionswill的PresentedinTable辱．14．Table4．14ItemsinthedimensionofviewsonlearninganddevelopmentofforeignOrderItemsNMeanSD1Constantlyreflectontheirteachingpractice744．4860．5552Sharetheteachingandscientificresearchactivities744．230O．6933，MasterSOcialscienceresearchmethods743．8780．9364Needtoengageinscientificresearch743．6351．200AsshowninTable4．14，themeanscoresofindividualitemsinthedimensionofviewsonlearninganddevelopmentofforeignlanguageteachersarehigherthan3．5．ThestandarddeviationsvaryfromO．555to1．200．Theindividualitemsinthisdimensionareapprovedbyuniversityf．orei弘languageteachersasqualitiesofexcellentuniversityforeignlanguageteachers．Namely,fromuniversityteachers’viewpoint，proficientuniversityforei盟languageteachersownsuchqualitiesasconstantlyreflectingontheirteachingpractice，sharingtheteachingandscientificresearchactivities，masteringsocialscienceresearchmethodsandneedingtoengageinscientificresearch．Inthefollowingpart，detailedanalysesofindividualitemswillberevealedbythefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”ofeachindividualitem．ItCanprovidemoreinformationaboutindividualitems．50 万方数据天津科技大学硕士学位论文Table4．15FrequenciesandpercentagesofviewsonlearninganddevelopmentofforeignNotItemsDisagreecompletelyUncertainAgreeCompletelyagreeConstantlyreflectfrequencyO23438ontheirteachingpractice。～。‘percentage0O2．745．951．4SharetheteachingfrequencyO183827andscientificresearchactivitiespercentageO，1．310．851．436．5lⅥalstersocialfrequency23163419scienceresearchmethodspercentage2．74．121．645．925．7Needtoengageinfrequency75143018scientificresearch9．56．818．940．524．3percentageAscanbeseeninTable4．15，constantlyreflectingontheirteachingpracticeisregardedasthefirstandmostimportantqualityinthedimensionofviewsonlearninganddevelopmentofforeignlanguageteachersfromuniversityteachers’perspective(Cai2009)，and97．3％ofuniversityteachersagreedthatproficientuniversityf．orei盟languageteachersshouldhavethisquality．Amountingto87．9％(51．4％agreedand36．5％completelyagreed)offoreignlanguageteachersinTUSTapprovedthequalityofsharingtheteachingandscientificresearchactivities．45．9％agreedand25．7％completelyagreedofteachershadtheopinionthatproficientuniversityf．0rei印languageteacherscouldmastersocialscienceresearchmethods．40．5％ofparticipantsagreedand24．3％completelyagreedthatproficientuniversityforeignlanguageteachersneedtoengageinscientificresearch．Inaword，viewsonlearninganddevelopmentofforeignlanguageteachers，astheteachers’qualities，areapprovedbyuniversityteachersinthisresearch．Indetail，proficient 万方数据ChaptcrFourResultsandDiscussionsuniversityforeignlanguageteachersmastersocialscienceresearchmethodsandconstantlyreflectontheirteachingpractice(Xiong1999)．Thesegooduniversityforeignlanguageteacherssharetheteachingandscientificresearchactivities，andholdtheviewthatneedtoengageinscientificresearch．4．2DescriptiveStatisticsofQuafitiesofProficientUniversityForeignLanguag。e，职T，e，、a，ch￡．；e1、r扩s母；f、r；。o。m，．，t。h。e．perspectiveofUniversityStudentsTogetaoverallpictureoftheexistingsituationofqualitiesofproficientuniversityforeignlanguageteachers，resultsanddiscussionsofqualitiesofproficientuniversityforeignlanguageteachersviewedfromuniversitystudentsincludetwoparts．Thefirstpartistoanalyzethegeneralqualitiesofproficientuniversi哆forei盟languageteachersfromthestudents’perspectiveandthemeansandthestandarddeviationsofsevendimensionsarepresented．Thesecondpartistoanalyzetheindividualitemsineachdimension．Theresultswillbereportedbymeanscoreandthestandarddeviationofeachindividualitemandthefrequencyandpercentage．4．2．1GeneralQualitiesofProficientUniversityForeignLanguageTeachersInordertosolvetheresearchquestion，themeanscoresandthestandarddeviationsofsevendimensionsareused．Table4．16revealstheoveralldepictionofthestudents’opinionstoacquirethegeneralunderstandingoneachdimensionwhichproficientuniversityforeignlanguageteachershaveandnexttorevealdetailedinformation．Table4．16Generalqualitiesofproficientuniversityforeignlanguageteachersviewedfromuniversitystudents52 万方数据天津科技大学硕士学位论文Std．OrderDimensionNMcanDeviationForeignlanguageelementaryknowledgeand11004．56O．57skillsViewofforeignlanguageteachingprofession21004．17O．78andprofessionalethics3Foreignlanguagespecializedknowledge1004．070．774Viewofforeignlanguageteachingandthe1004．04O．91㈡‘abilityofforeignlanguageteachingForeignlanguagesubjectteachingknowledge51003．97O．81system6Theknowledgesystemofpedagogicalfield1003．64O．84_h2jViewsonlearninganddevelopmentof71003．610．94foreignlanguageteachersAsshowninTable4．16，themeanscoreofforeignlanguageelementaryknowledgeandskillsreaches4．56andstandarddeviationreachesO．57．Thisdimensionhasthehighestmeanscore(4．56)，however,ithasasmalleststandarddeviation(O．57)，whichindicatesthatstudentsdon’tvarymuchonthisdimension．Astothedimensionofviewofforeignlanguageteachingprofessionandprofessionalethics，itliesinthesecondplaceandthemeanscorereaches4．17withstandarddeviationreaching0．78．Thedimensionofforeignlanguagespecializedknowledgeoccupiesthethirdplacewimthemeanscorereaching4．07andstandarddeviationreaching0．77．Thefourthplaceisviewofforeignlanguageteachingandtheabilityofforeignlanguageteaching．Themeanscoreis4．04．ThestandarddeviationisO．91．Nextisthedimensionofforeignlanguagesubjectteachingknowledgesystem，withitsmeanof3．97andS．D．ofO．81．Thedimensionoftheknowledgesystemofpedagogicalfieldoccupiesthesixthplacewiththemeanscorereaching3．64．Thestd．deviationisO．84．Theseventhplaceisthedimensionofviewsonlearninganddevelopmentofforeignlanguageteachers．withitsmeanof3．61andthelargestS．D．ofO．94．Thisdimensionhas53 万方数据ChapterFourResultsandDiscussionsthelowestmeanscore(3．61)，however,ithasalargeststandarddeviation(0．94)．Itsuggeststhatstudentsvarymuchonthisdimension．Ina11．universitystudentsstronglyagreeallthesevendimensions．Fromtheperspectiveofuniversitystudents，theresultssupposethatthesedimensionsarequalitieswhichproficientuniversityforeignlanguageteacherspossess．Meanwhile，throughtheofmeanscoresofthesevendimensions，foreignlanguageelementaryknowledgeandskillsareconsideredasthemostcrucialqualitiesofproficientforeignlanguageteachersviewedfromuniversitystudents．Besides，othersixdimensionsarerankedlowerthanforeignlanguageelementary、knowledgeandskills,buttheyareemphasizedbyuniversitystudentsinthisstudy．Inthefollowingpart，theauthordescribestheindividualitemsofsevendimensionsfromthefirstdimensiontotheseventhdimensioninuniversitystudents’perspective．4．2．2IndividualItemsofQualitiesofProficientUniversityForeignLanguageTeachersProficientuniversityforeignlanguageteacherspossessthesequalitiesviewedfromuniversitystudents．InordertogainmoredetailsaboutqualitiesofproficientuniversityFLteacherstoimproveforeignlanguageteachinglevel，someprofessionalimplicationsandmoreresearcheswillbedone．Thispartdisplaysindividualitemsofsevendimensionsanalyzedbythemeanscoresandstandarddeviations．Andthen，theillustrationswillbemadebyfrequenciesandpercentages．4．2．2．1IndividualItemsintheDimensionofViewofForeignLanguageTeachingProfessionandProfessionalEthies 万方数据天津科技大学硕士学位论文Fromtheperspectiveofuniversitystudents，viewofforeignlanguageteachingprofessionandprofessionalethicsareconsideredtobetheessentialqualitiesthatproficientuniversityforeignlanguageteachersshouldownintheresearch．Awholedepictionofuniversitystudents’opinionsisrevealed(SeeTable4．17)abouttheindividualitemsinthisTable4．17ItemsinthedimensionofviewofforeignlanguageteachingprofessionandOrderItemsNMeanSDHavenobleviewofprofessionandprofessional11004．5270．624ethics2Haveadedicatedheartandsenseofresponsibility1004．3650．786Haveasenseofmissionofteachingand31004．108O．804cultivatingstudentsAsshowninTable4．17，themeanscoresofindividualitemsinthefirstdimensionreachhigherthan4．whichismorethan3．5．ThestandarddeviationsvaryfromO．624toO．804．Thus，basedontheproposalofOxfordandBurry-Stock(1995)，theindividualitemsinthedimensionofviewofforeignlanguageteachingprofessionandprofessionalethicsareapprovedbyuniversityforeignlanguagestudents．Thatis，fromuniversitystudents’perspective，proficientuniversityforeignlanguageteachersshouldownsuchqualitiesashavingnobleviewofprofessionandprofessionalethics，havingadedicatedheartandsenseofresponsibilityandhavingasenseofmissionofteachingandcultivatingstudents．Inthefollowingpart，frequenciesandpercentagesofindividualitemswillbeshown．Becausethemeanscoresofindividualitemsarehigherthan3．5，thefrequenciesandpercentagesof“agree(--4)”and“completelyagree(=5)”willbeanalyzed，whichoffer55 万方数据ChapterFourResultsandDiscussionsmoreinformationabouteveryindividualitem．Table4．18FrequenciesandpercentagesofviewofforeignlanguageteachingprofessionandprofessionalethicsNotItemsDisagreecompletelyUncertainAgreeCompletelyagreeHavenobleviewofprofessionandfrequencyO133462professionalf。”一ethicspercentageO133462Haveadedicatedfrequencyl293652heartandSenSeofresponsibilitypercentage1293652HaveasenseofmissionoffrequencyO4114936teachingandcultivatingpercentageO4114936studentsAsCanbeseeninTable4．18，firstly,havingnobleviewofprofessionandprofessionalethicsisregardedasthemostimportantqualityinthedimensionofviewofforei盟languageteachingprofessionandprofessionalethicsfromuniversitystudents’perspective．Amountingto96％(34％agreedand62％completelyagreed)ofparticipantsapprovedit．Second，52％ofuniversitystudentscompletelyagreedand36％ofthemagreedthatproficientuniversityforeignlanguageteachershavededicatedheartsandsensesofresponsibility．Third，85％(49％agreedand36％completelyagreed)ofuniversitystudentsheldtheviewthatproficientuniversityforeignlanguageteachershavesensesofmissionofteachingandcultivatingstudents．Proficientforeignlanguageteachersaregoodpersonsfirstofa11．Itsupposesthatthestudentsconsiderforeignlanguageteachersnotonlyasteachersbutmorevitallyaspersons．56 万方数据天津科技大学硕士学位论文Proficientuniversityforeignlanguageteachershavenobleprofessionalethics．Professionalethicsandnobleviewofforeignlanguageteachingprofession，asthesoulsofteachers’qualities，areapprovedbyuniversitystudentsinthestudy．Thisitemisconsideredtobethemostimportantqualityofproficientuniversityforeignlanguageteachersfromtheperspectiveofuniversitystudents．Butonlyhavingnobleprofessionalethicsisnotenoughi蜘。beaproficientfo卿gnlanguageteacher,instudents’perspective，adedicatedheart，萎sensesofresponsibilityandmissionofteachingandcultivatingstudentsarealso．emphasizedinthisdimension．Theteachers’aimistoimpactknowledgetostudentsthattheywillneverforgetwhateverteachersacquiredandthey仃iedtoimpacttostudents．Moreover,foreignlanguageteachershavededicatedheartsandthesensesofresponsibilityforstudentsintheirjobs(ZhanandLi2013)．Improvingtheeducationsystemistheimportantsteptowardsdevelopmentandthatsystemreliesintheeffortoftheteacherswhohavechosenteachingascareer．Therefore，developingthiseducationsystemmustfirstgothroughtheteachers．Proficientuniversityteachers’qualitiesmeangoodeducationandgoodeducationmeansagreatnation．Proficientuniversityforeignlanguageteachersdotheirworkwithstrongsenseofresponsibility．Besides，proficientforeignlanguageteachersalsohavethesenseofmissionofteachingandcultivatingthestudents．Theyarepatienttothestudentsandgettingalongverywellwithstudents．Teachershaveabiginfluenceonastudent’Spersonality．Themostsignificantthinginwhichproficientteacherscommunicatewithstudentsisasenseofsatisfactionwiththeirchoiceofteachingastheirlifemission．Teachingathighestlevelisagoalandproficientforeignlanguageteacherstakeitastheircores．57 万方数据里垒望!!!!竺竺!垦!!竺!!!!璺璺旦!!!旦!!!竺里14．2．2．2IndividualItemsintheDimensionofViewofForeignLanguageTeachingandtheAbilityofForeignLanguageTeachingAccordingtotheresultsinTable4．1．viewofforeignlanguageteachingandtheabilityofforeignlanguageteachingareapprovedtobeadimensionofthequalitiesthatproficientuniversityforeignlanguageteachersown．Inordertoprovidespecificimplicationsforforeign!anguageteachers，ageneralunderstandingofdetmledinformationaboutindividualiternsinthisdimensionwillberevealed(SeeTable4．19)．Table4．19ItemsinthedimensionofviewofforeignlanguageteachingandtheabilityofOrderItemsNMeanSDCreateleamingchancefor．thesakeofstudents1andcultivatestudents’communicativeabilities1004．2970．789withaf．orei弘language2Asenseofhumorandlivelyclassatmosphere1004．0410．898Helpstudentsrealizetheirforeignlanguage31003．9590．928learningmethodsPayattentiontotheexplorationofcurriculum41003．7430．980reSOurcesAscanbeseeninTable4．19，themeanscoresofindividualitemsinthisdimensionreachhigherthan3．5．AndthestandarddeviationsvaryfromO．789toO．980．Therefore．basedontheproposalofOxfordandBurry-Stock(1995)，eachindividualiteminthedimensionofviewofforeignlanguageteachingandtheabilityofforeignlanguageteachingisapprovedbyuniversityforeignlanguagestudents．Inotherwords，fromtheperspectiveofuniversitystudents，proficientuniversityforeignlanguageteacherspossesssuchqualitiesascreatinglearningchanceforthesakeofstudentsandcultivatestudents’communicativeabilitieswithaforeignlanguage，helpingstudentsrealizetheirforeignlanguagelearning58 万方数据天津科技大学硕士学位论文methods，payingattentiontotheexplorationofcurriculumresources．Inaddition，proficientuniversityteachersarehumorousandcreatelivelyclassatmosphere．Inthefollowingsection，frequenciesandpercentagesofindividualitemswillberevealed．Becausethemeanscoresofindividualitemsarehigherthan3．5，thefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”willbeanalyzed．ItCallprovidemoreinformationaboutindividualitems．Table4．20FrequenciesandpercentagesofviewofforeignlanguageteachingandtheNOtItemsDisagreecompletelyUncertainAgreeCompletelyagreeCreatelearningchanceforthesakeofstudentsfrequencyl264744andcultivatestudents’communicativeabilitieswithapercentage1264744foreignlanguageAsenseofhumorfrequency346l28andlivelyclassatmospherepercentage346128HelpstudentsrealizetheirfrequencyO9124534foreignlanguagelearningmethodspercentageO9124534PayattentiontotheexplorationoffrequencyO9224227curriculumpercentageO9224227res0UrCeSAsCanbeseeninTable4．20，creatinglearningchancesforthesakeofstudentsandcultivatestudents’communicativeabilitieswithaforeignlanguageisregardedasthemostimportantqualityinthedimensionoftheviewofforeignlanguageteachingandtheability59 万方数据曼垦望!竺!竺竖垦!翌坠垒坠璺望!!竺墅竺翌!offoreignlanguageteachingfromuniversitystudents’perspective，asmanyas91％ofparticipantsapprovedit．Amountingto89％(61％agreedand28％completelyagreed)oftheparticipantsapprovedproficientuniversityforeignlanguageteachersownthequalityofasenseofhumorandlivelyclassatmosphere．45％ofuniversitystudentsagreedand34％ofthemcompletelyagreedthatproficientuniversityfbrei咎languageteachersshouldhelpstudentsrealizetheirforei班languagelearningmethods．42％and27％ofparticipantshadtheopinionthatgooduniversi够forei班languageteacherspaya、ttentiontotheexplorationProficientuniversityforeignlanguageteachershavetheabilitiesofforeignlanguageteachingviewedfromuniversitystudents．Indetail，proficientuniversityFLteacherscreatelearningchancesforstudents，cultivatestudents’communicativeabilities谢Ⅱlaforeignlanguageandhelpstudentsrealizetheirforeignlanguagelearningmethods．Moreover,asproficientuniversityFLteachers，theyarehumorousandtheycreatelivelyclassatmosphereandpayattentiontotheexplorationofcurriculumresources．TheresultsoftheresearchfindoutproficientuniversityFLteachersowntheviewofforei萨languageteachingandtheabilityofforeignlanguageteachingfromtheperspectiveoff．0rei弘languagestudents．ProficientuniversityFLteachersknowthesubjectmatterknowledgebetterandtheyalwayshavespecialwaystomaketheirclasseslivelyandinterested(Shulman1987；RichardsandNunan1990；FreemanandJohnson1998)．Studentsarenotkeptsilenceandsittingallthetime，buttheyareencouragedtolearnthroughallkindsofactivities．Proficientteacherscanbeabletoteachstudentshowtolearnandtreatallthestudentsequalityfromthecleveresttothosewhoneedextrahelps．60 万方数据天津科技大学硕士学位论文Furthermore，teachers’senseofhumourarousestheatmosphereandreducesbarriersespeciallyinheavyperiods(Hoisington2011)．Theabilitytomakestudentslaughwillgainthelanguageteachersmorerespect．AndhumouroussentencesCanincreaseteachers’popularityandgetalongverywellwithstudents．Ontheotherhand，inlivelyclassatmosphere,everyclassisgreatjoyformestudents．Studentsarecomfortableandnotanxiou。，s。to警婶ahumorousforeignlanguageteacher．Besid举，啦sense。ofhumorandlivelyclassatmosphere，proficientforei盟languageteachersshouldalsorealizethatthestudentsuseseveraldifferentlearningmethods．Somestudentslearnbyseeing,somebyhearingandsomebyspeaking．Therefore，aproficientlanguageteacherwill“createacoRrsewhichweavestogetherallthekindsoflearningtechniques”(Lu2002：4)．Goodteachersarealsowillingtoexplorethecurriculumresourcesanddifferentwaysofteachinglanguage，eventheexperimentalones，tosupplythestudentswiththebestchancestolearn．4．2．2．3IndividualItemsintheDimensionofForeignLanguageElementaryKnowledgeandSkillsFromtheperspectiveofuniversitystudents，foreignlanguageelementaryknowledgeandskillsareconsideredtobetheimportantqualitiesthatproficientuniversityforeignlanguageteachersshouldowninthestudy．Awholedepictionofuniversitystudents’opinionsisrevealed(SeeTable4．21)abouttheindividualitemsinthisdimension．Table4．21Itemsinthedimensionofforeignlanguageelementaryknowledgeandskills 万方数据OrderItemsNMcanSDHavestrongforeignlanguageprofessionallknowledge(1istening，speaking，reading，1004．5540．577writing，grammar)andpracticalcompetenceTable4．21showsthatthem朗lllscoreofindividualiterninthedimensionofforeignlanguageelementaryknowledgeandskillsreachto4．554，higherthan3．5．Thestandarddedationis0．577．Therefore，accordingtotheproposalofOxfordandBurry-Stock(1995)，theindividualitemisapprovedbyuniversityforeignlanguagestudentsasqualitiesofproficientforeignlanguageteachers．Meanwhile，fromuniversitystudents’viewpoint,proficientuniversityf．0rei弘languageteachershavestrongflorei印languageprofessionalknowledge(1istening,speaking,reading，writing,grammar)andpracticalcompetence．Thedetailedanalysisofindividualitemwillbeanalyzedbythefrequencyandpercentageof“agree(=4)”and“completelyagree(=5)”abouttheindividualitem．Table4．22FrequenciesandpercentagesofforeignlanguageelementaryknowledgeandskillsNotItemsDisagreecompletelyUncertainAgreeCompletelyagreeHavestrongforeign．frequency0139591anguageprofessionalknowledgeandpracticalpercentage013959competenceJustasshowninTable4．22，59％ofparticipantscompletelyagreedand39％ofparticipantsagreedthatproficientuniversityforeignlanguageteachersshouldhavestrong62 万方数据天津科技大学硕士学位论文foreignlanguageprofessionalknowledgeandpracticalcompetence，includinglistening，speaking,reading，writingandgrammar,asmanyas98％ofstudentsagreed．Asfarasforeignlanguageteachingisconcerned，besidesmanyotherqualities，averyessentialqualityoflanguageteachersisobviouslyforeignlanguageknowledge．ProficientuniversityforeignlanguageteachersshouldhavestrongcompetenceinEnglishorotherf0磁盟languages，whichmeanslanguageteacherspossessgoodlanguageproficiencyinforeignlanguagewithgoodpronunciationandintonation，communicatewiththelanguage．；abilitiesinspokenandwrittenformsandunderstandsomebasicgrammar．Inaddition,‘'languagelearningforthestudentsinclassisthroughunconsciousimitationsandthestudentsimitateeverythingtheyhear”(Freeman1941：294)，e．g．teachers’pronunciation,accentandintonation．Proficientforeignlanguageteachersarecharacterizedasinspiringlanguagemodels．Goodteachersshouldgiveaccuratemodelsforthestudentstofollowand)encouragestudentstospeakEnglishorotherforeignlanguagesallthetime．ThequalityofgoodpronunciationCanmotivatethestudentstomakeprogress．4．2．2．4IndividualItemsintheDimensionofForeignLanguageSpecializedKnowledgeAsshownpreviously,thedimensionofforeignlanguagespecializedknowledgeareapprovedbyuniversityteachersintheresearch．Itsupposesthatuniversityforeignlanguageteachersownspecializedknowledgefromtheirperspective．Theinformationoftheindividualitemsinuniversityforeignlanguageteachers’opinionswillbeshowninTable4．23．63 万方数据ChapterFourResultsandDiscussionsOrderItemsNMeanSDMasterlinguisticknowledgeinphonetics，l1004．1350．833lexicologyandsyntax2Masterappliedlinguisticknowledge1004．0270．776Goodcommandofforeignculture，literatureand3lOO4．0140．836literarycriticismofthetargetcountryMasterdiscourseanalysisandcommunication41003．8920．769strategies：Knowwellaboutlinguisticv撕ationandits5lOO3．6350．885influenceonlanguagelearningAsshowninTable4．23，themeanscoresofindividualitemsinthedimensionofforeignlanguagespecializedknowledgereachhigherthan3．5，谢也standarddeviationsvaryingfrom0．769to0．885．Eachindividualiteminthisdimensionisperceivedbyuniversityforeignlanguagestudentsasqualitiesofproficientuniversityforei弘languageteachers。Thatis，fromuniversitystudents’perspective，proficientuniversityforeignlanguageteacherspossesssuchqualitiesasmasteringlinguisticknowledgeinphonetics，lexicologyandsyntax，masteringappliedlinguisticknowledge，goodcommandofforeignculture，literatureandliterarycriticismofthetargetcountry，masteringdiscourseanalysisandcommunicationstrategiesandknowingwellaboutlinguisticvariationanditsinfluenceonlanguagelearning．Inthefollowingsection，individualitemswillberevealedindetailbythefrequencyandpercentage．Thefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”willbeanalyzedandprovidemoreinformationabouteachindividualitem． 万方数据天津科技大学硕士学位论文NotItemsDisagreecompletelyUncertainAgreeCompletelyagreeMasterlinguisticknowledgeinfrequency15104737phonetics，lexicologyandp霹ceptage15104737syntax”每警‘‘4’Masterappliedfrequency13116520linguistic㈠‘knowledge||jpercentage13116520Goodcommandofforeign『。frequencyO4145329culture，literatureandliterarycriticismofthetargetpercentageO4145329country，MasterdiscoursefrequencyO2255023analysisandcornmunicationpercentageO2255023strategiesKnowwellaboutlinguisticfrequency110215315variationanditsinfluenceonlanguagepercentage110215315learningAsmanyas84％(47％agreedand37％completelyagreed)ofuniversitystudentsheldtheopinionsthatproficientuniversityforeignlanguageteachersmasterlinguisticknowledgeinphonetics，lexicologyandsyntax．85％(65％agreedand20％completelyagreed)ofuniversitystudentsagreedthatproficientuniversityFLteachersmasterappliedlinguisticknowledge．82％(53％agreedand29％completelyagreed)ofuniversitystudentsthoughtthatproficientuniversityFLteacherscommandforeignculture，literatureand65 万方数据ChapterFourResultsandDiscussionsliterarycriticismofthetargetcountry．50％ofstudentsagreedand23％ofstudentscompletelyagreedthatproficientuniversityforeignlanguageteachersmasterdiscourseanalysesandcommunicationstrategies．Knowingwellaboutlinguisticvariationanditsinfluenceonlanguagelearningareconsideredtobethequalitythatproficientuniversityforei弘languageteachersneedtohave，because53％agreedand15％completelyagreed，Proficientuniversityforeignlanguageteacherspossessknowledgefromthestudents’views．ProficientuniversityFLteachersnotonlymasterlinguisticknowledgeinphonetics，lexicology,syntax，andappliedlinguisticknowledge，butalsomasterdiscourseanalysisandcommunicationstrategies．AsproficientuniversityFLteachers，theycommandfbrei弘culture，literatureandliterarycriticismofthetargetcountryandalsoknowaboutlinguisticvariationanditsinfluenceonlanguagelearning．ForeignlanguageteachersCan’tteachwhattheydon’tknow．Allteachersneedn’tbeexpertsintheirfields，butpossessingspecializedknowledgeisprerequisite1forgoodteachers(Berliner2000)．Thus，foreignlanguageteacherscontinuebuildingtheirunderstandingsoftheirsubjectsthroughtheircareers．Proficientuniversityf．orei印languageteachersownwiderangeofprofessionalknowledgeaboutthetargetlanguageandculturesinteachingaforeignlanguage(Yule2010)．4．2．2．5IndividualItemsintheDimensionoftheKnowledgeSystemofPedagogicalFieldAccordingtotheresultsinTable4．1，theknowledgesystemofpedagogicalfieldareapprovedtobethedimensionofthequalitiesthatproficientuniversityforeignlanguage 万方数据天津科技大学硕七学位论文teachersown．Inordertoprovidespecificimplicationsforforeignlanguageteachers，Table4．25showsageneralunderstandingofdetailed，informationaboutindividualitemsinthisdimension．OrderItemsNMeanSD1Differentialtreatmentineducation1004．0950．995Masterteachingactivityandclassroom21003．932O．816managementstrategies3Applytheknowledgeinpedagogicalprinciples1003．581O．8604PossesstheknowledgeofeducationalpsychologylOO3．4860．9965MastertheinformationofthetestingsystemlOO3．4051．059AsshowninTable4．25，themeanscoresofindividualitemsinthisdimensionreachhigherthan3．5exceptfortheitempossesstheknowledgeofeducationalpsychologyandtheitemmastertheinformationofthetestingsystem．ThestandarddeviationsvaryfromO．816to1．059．Inuniversitystudents’viewpoint．proficientuniversityforeignlanguageteachersownsuchqualitiesasdifferentialtreatmentineducation，masteringteachingactivityandclassroommanagementstrategies，applyingtheknowledgeinpedagogicalprinciples．Inthefollowingpart，frequenciesandpercentagesofindividualitemswillbeshown．Thefrequenciesandpercentagesof“agree(--4)”and“completelyagree(25)”willbeanalyzedandoffermoreinformationabouteveryindividualitem．67 万方数据ChapterFourResultsandDiscussionsNotUncertCompletelyItemsDisagreecompletelyAgreealnagreeDifferentialfrequency24133843treatmentineducationpercentage24133843MasterteachingactivityandfrequencyO5155723classroommanagementpercentageO51557—23strategiesApplythefrequency26295211．knowledgeinpedagogicalpercentage26295211principlesPossesstheknowledgeoffrequency212204917educationalpsychologypercentage212204917Masterthefrequency512304310informationofthetestingpercentage512304310systemAsCanbeseeninTable4．26，differentialtreatmentineducationisregardedasthefirstandmostimportantqualityinthedimensionoftheknowledgesystemofpedagogicalfieldfromuniversitystudents’perspective．81％(38％agreedand43％completelyagreed)ofuniversitystudentsheldtheopinions．80％(57％agreedand23％completelyagreed)ofuniversitystudentsagreedthatprofcientuniversityFLteachersmasterteachingactivityandclassroommanagementstrategies．52％agreedand11％completelyagreedofuniversitystudentsthoughtthatproficientuniversityFLteachersapplytheknowledgeinpedagogicalprinciples．49％ofstudentsagreedand17％ofstudentscompletelyagreedthatproficientuniversityforeignlanguageteacherspossesstheknowledgeofeducational 万方数据天津科技大学硕士学位论文psychology．Masteringtheinformationofthetestingsystemisconsideredtobeaqualitythatproficientuniversityforeignlanguageteachersneedtohave，because43％agreedand10％completelyagreed．Proficientuniversityforeignlanguageteacherspossesstheknowledgesystemofpedagogicalfieldfromthestuden、ts’views．Proficientuniversityforeignlanguageteachersnotonlymasterteachingactifity,classroommanagementstrategiesanddifferentialtreatmentineducation,butalsomastertheinformationofthetestingsystem．Besides，嬲proficientuniversityFLteachers，theycanapplytheknowledgeinpedagogicalprinciples嬲wellaspossesstheknowledgeofeducationalpsychology．Understandinghowthestudentsthinkandlearnisthekeytoundertakef．0rd盟languageeducation．Thus，possessingtheknowledgeofpedagogicalprinciplesandeducationalpsychologyareregardedasthesignificantqualitiesforexcellentforeignlanguageteachers．Theyneedtobeawareofeverythingthathappensintheirclassroomsandmastermanagementstrategies．Proficientteacherswhoareawakeareabletostopnonsensebeforeitstartsduringclasses(Bremme1977)．Teachers’contactwimparents，administratorsandleadersenhancestheireffectivenessintheteachingactivityandclassroommanagement．Studentsexperienceemotionalupsanddownsandinsightfulforeignlanguageteachersareabletosensethechangesandrespondtothemappropriately．4．2．2．6IndividualItemsintheDimensionofForeignLanguageSubjectTeachingKnowledgeSystemInthestudents’perspective，thedimensionofforeignlanguagesubjectteachingknowledgesystemareconsideredtobetheimportantqualitiesthatproficientuniversity69 万方数据竺!翌!竺!竺!!垦!!!!堡!璺璺旦!!!旦!墅竺里!f．orei鳃languageteachersshouldpossessinthestudy．Awholepictureofuniversitystudents’opinionsisrevealed(SeeTable4．27)abouttheindividualitemsinthisdimension．OrderItemsNMeanSD：一一tMasterconcreteforei弘languageteachingl1004．2030．721strategiesTeachtargetlanguagecultureinforeign21003．9590．898languageteachingFamiliar谢msecondlanguageacquisition,31003．9190．824learningstrategiesandlearningstyles4Mastermanyforeignlanguageteachingmethods1003．5321．仪沁Table4．27displaysⅡ1atthemeanscoresofindividualitemsinthisdimensionreachhigherthan3．5．Thestandarddeviationsvaryfrom0．721to1．060．Therefore，everyindividualitemofthedimensionisapprovedbyuniversitystudents．Thatis，fromtheperspectiveofuniversitystudents，proficientuniversityforeignlanguageteachershavesuchqualitiesasmasteringconcreteforeignlanguageteachingstrategies，teachingtargetlanguagecultureinforeignlanguageteaching，familiarwithsecondlanguageacquisition,learningstrategiesandlearningstyleandmasteringmanyf．0rei印languageteachingmethods．Inthefollowingsection，byreferring．十othefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”inthetablesoffrequenciesandpercentagesofindividualitems，eachindividualitemwillbeanalyzedtoprovidemoreinformationaboutthisdimension．70 万方数据天津科技大学硕士学位论文Table4．28FrequenciesandpercentagesofforeignlanguagesubjectteachingknowledgesystemNotItemsDisagreecompleteUncertainAgreeCompletelyagreelyagreeMasterconcretefrequencyO385237forei印languageteachingstrategiespercentage0385237．-，!Teachtarget：frequency31145626languagecultureinforeignlanguageteachingpercentage31145626Familiarwithsecondlanguagefrequency04224727acquisition，learningstrategiespercentageO4224727andlearningstylesMastermanyfrequency314352919foreignlanguageteachingmethodspercentage314352919JustasshowninTable4．28qualitiesinthedimensionofforeignlanguagesubjectteachingknowledgesystemfromuniversitystudents’voices．89％(52％agreedand37％completelyagreed)ofuniversitystudentsheldtheopinionsthatproficientFLteachersmasterconcreteforeignlanguageteachingstrategies．82％(56％agreedand26％completelyagreed)ofuniversitystudentsagreedthatproficientuniversityFLteachersteachtargetlanguagecultureinforeignlanguageteaching．47％agreedand27％completelyagreedofuniversitystudentsthoughtthatproficientuniversityFLteachersshouldbefamiliarwimsecondlanguageacquisition．1earningstrategiesandlearningstyles．Manyforeignlanguageteachingmethodsisconsideredasthequalitythatgoodforeignlanguageteachersneedtomaster,because29％agreedand19％completelyagreed．Proficientuniversityforeignlanguageteacherspossessforeignlanguagesubject 万方数据曼垫竺!竺!竺旦!垦!型!堡!翌璺婴!!旦!墅旦里!teachingknowledgesystemfromthestudents’views．Proficientuniversityforeignlanguageteachersnotonlymastermanyforeignlanguageteachingstrategiesandteachingmethods，butalsoteachtargetlanguagecultureinforeignlanguageteaching．Besides，asproficientuniversityFLteachers，theyarefamiliarwith、secondlanguageacquisition，learningstrategies印‘：llearningstyles．Foreignlanguageteachersneedtopayattentiontolanguagesubjectteachingknowledgeinsteadofjustcaringaboutthelanguagethattheyareteaching．Teachersneedtohelpstudentstodevelopineffectiveways，guidetheminmasteringsecondlanguageacquisitionhowtolearn，helpthemtodevdoptheabilityofusinglearningstrategiesandleamingtosolveproblems(Ou201o)．Goodlanguageteachersarepassionateaboutf．orei盟languagesubjectteaching．Theyarewillingtoexploreothertypesoflearningstylestoimpartknowledgeandreadytotrydifferentteachingmethodswhentheydon’twork．ProficientforeignlanguageteachersCanbeabletomotivatetheirstudentsbyusingtheinspirationalandcreativeteachingmethods．Proficientteachersaredifferentintheapproachesandthosemakesthemstandoutfromthegeneral(Stevick1982)．Hence，thereasoniswhystudentsenjoyproficientfIorei印languageteachers’classesandseekthemoutfornewideas．Universityforeignlanguageteacherswhounderstandsomethingsworkbetterthanothersandsomethingsdon’tworkatallwillbeabletomakechangesintheirforeignlanguageteachingmethodology．4．2．2．7IndividualItemsintheDimensionofViewsonLearningandDevelopmentofForeignLanguageTeachersAccordingtotheresultspreviously,viewsonlearninganddevelopmentofforeign72 万方数据天津科技大学硕士学位论文languageteachersareapprovedtobethedimensionofthequalitiesthatproficientuniversityforeignlanguageteachersown．Forprovidingspecificimplicationstoforeignlanguageteachers，Table4．29presentsageneralunderstandingofdetailedinformationaboutindividualiternsinthisdimension．Table4．29ItemsinthedimensionofviewsonlearninganddevelopmentofforeignOrderItemsNMeanSDlConstantlyreflectontheirteachingpractice1004．2970．7352Needtoengageinscientificresearch1003．9460．935Sharetheteachingandscientificresearch31003．6890．890activities4Mastersocialscienceresearchmethods1003．5810．965mIble4．29showsthatthemeanscoresofindividualitemsinthedimensionofviewsonlearninganddevelopmentoff．orei盟languageteachersarehigherthan3．5．TheS．D．varyfromO．735toO．965．Eachindividualiteminthisdimensionisapprovedbyuniversitystudentsasqualitiesofexcellentuniversityforeignlanguageteachers．Inotherwords，fromuniversitystudents’perspective，proficientuniversityforeignlanguageteachershavesuchqualitiesthatconstantlyreflectingontheirteachingpractice，needtoengageinscientificresearch，sharingtheteachingandscientificresearchactivitiesandmastering§ocialscienceresearchmethods．Inthefollowingpart，detailedanalysesofindividualitemswillberevealedbythefrequenciesandpercentagesof“agree(=4)”and“completelyagree(=5)”ofeachindividualitem．ItCanprovidemoreinformationaboutindividualitems．73 万方数据ChapterFourResultsandDiscussionsTable4．30FrequenciesandpercentagesofviewsonleaminganddevelopmentofforeignNotItemsDisagreecompleteUncertainAgreeCompletelyagreelyagreeConstantlyreflectontheirfrequencyO2646teachingpractice。’percentage02646Needtoengagefrequency23224528inscientificresearchpercentage23224528Sharetheteachingandfrequencyl8254917scientificresearchpercentagel8254917activitiesMastersocialfrequencyO12353320scienceresearchmethodspercentageO12353320’Table4．30displaysthat92％(46％agreedand46％completelyagreed)ofparticipantshadtheopinionthatproficientuniversityforeignlanguageteachersconstantlyreflectontheirteachingpractice．Amountingto73％(45％agreedand28％completelyagreed)oftheparticipantsapprovedproficientuniversityFLteachersneedtoengageinscientificresearch．49％ofuniversitystudentsagreedand17％ofthemcompletelyagreedthatproficientuniversityforeignlanguageteachersownthequalityoftheteachingandscientificresearchactivities．33％ofuniversitystudentsagreedand20％ofthemcompletelyagreedthatproficientuniversityforeignlanguageteachersshouldmastersocialscienceresearchmethods．Proficientuniversityforeignlanguageteacherspossesstheviewsonlearningand'developmentofforeignlanguageteachersfromthestudents’views．Proficientuniversity74 万方数据天津科技大学硕士学位论文forei伊languageteachersnotonlyneedtoengageinscientificresearch，butalsomastersocialscienceresearchmethods．Moreover,theyshouldsharetheteachingandscientificresearchactivities，andconstantlyreflectontheirteachingpracticeasproficientuniversityFLteachers．Goodlanguageteachersshouldbeabletoassessthelearningsinscientificresearchthattheirstudentshavedoneandmakechanges．Theexperiencedforeignlanguageteachershavedearthoughtsonwhattheirstudentsshouldknowintheirteachingpractice，andtheyunderstandwhattheymustdoalongthewaysinordertoreachthosegoals(Phil2005)．4．3TheDifferencesofQualitiesofProficientUniversityForeignLanguageTeachersbetweenthePerspectivesofUniversityTeachersandThoseofStudentsInquantitativeresearch，thequestionnairedataarequalifiedwithallthequestions’answers，sex，teachingyears，grades，ere．Therearethedataof74teachersand100studentsafterthequalifiedanSWerSinthisstudy．ThegroupstatisticsofqualitiesofproficientuniversityforeignlanguageteachersviewedfromuniversityteachersandstudentsarepresentedinTable4．31．Table4．31GroupstatisticsofqualitiesofproficientuniversityFLteachersviewedfromStd．OrderDimensionGroupNMearlDeviationForeignlanguageelementaryTeacher744．580．5741knowledgeandskillsStudentlOO4．560．57475 万方数据篁!!旦!竺!竺竺!垦!!竺!!!!旦垒望!!!竺!墅竺旦1ViewofforeignlanguageteachingTeacher744．390．6582professionandprofessionalethicsStudent1004．170．779ViewofforeignlanguageteachingTeacher744．190．9463andtheabilityofforeignlanguageteachingStudent1004．040．909ForeignlanguagespecializedTeacher744．180．6694knowledgeStudent1004．070．769)ForeignlanguagesubjectteachingTeacher744．140．7825knowledgesystemStudent1003．970．810TheknowledgesystemofTeacher744．070．8336pedagogicalfieldStudent1003．640．8357ViewsonlearninganddevelopmentTeacher743．880．936offoreignlanguageteachers￡Student1003．61O．942Thefollowingpartwilldisplaythecomparisonsofindividualitemsbetweenteachergroupandstudentgroupinthequalitiesofproficientuniversityfo硒盟languageteachers．ThedifferencesaretestedbyMultivariateAnalysisofVariance．Table4．32TheMultivariateANOVATableofViewofForeignLanguageTeachingProfessionandProfessionalEthicsMeanSourceDependentVariableFSig．SquareHaveasenseofmissionofteachingand0．0790．2150．644cultivatingstudentsHavenobleviewofprofessionandGroup0．8341．5660．212professionalethicsHaveadedicatedheartandsenseof0．079O．2150．644responsibility76 万方数据天津科技大学硕士学位论文TheMultivariateANOVATableofViewofForeignLanguageTeachingProfessionandProfessionalEthics(Table4．32)showsthatthesigofthevariables“havingasenseofmissionofteachingandcultivatingstudents”，“havingnobleviewofprofessionandprofessionalethics”and“havingadedicatedheartandsenseofresponsibility'’areO．644，0．212and0．644，allofwhicharemorethanO．05．Intheteachergroupandstudentgroup，thevariancesofindividualitemsofthisdimensionareequalandtherearenosignificantTable4．33TheMultivariateANOVATableofViewofForeignLanguageTeachingandtheAbilityotVorelgnLanguage’．。"eaclamgMeanSourceDependentVariableFSig．SquareHelpstudentsrealizethdrf．ord弘language1．8012．3800．125learningmethodsCreatelearningchanceforthesakeofstudentsandcultivatestudents’0．090O．1710．680GroupcommunicativeabilitieswithaforeignlanguagePayattentiontotheexplorationof3．9745．601O．019curriculumresourcesHumorandlivelyclassatmosphere1．4832．15lO．144TheMultivariateANOVATableofViewofForeignLanguageTeachingandtheAbilityofForeignLanguageTeaching(Table4．33)showsthatthesigofthevariables‘'helpingstudentsrealizetheirforeignlanguagelearningmethods”，“creatinglearningchanceforthesakeofstudentsandcultivatestudents’communicativeabilitieswithafIorei弘language”and“humorandlivelyclassatmosphere”are0．125，O．680andO．144，allofwhicharemorethanO．05．Intheteachergroupandstudentgroup，thevariancesofthethreequalitiesareequalandtherearenosignificantdifferences．However,thesigofthe77 万方数据ChapterFourResultsandDiscussionsvariable“payingattentiontotheexplorationofcurriculumresources”isO．019．whichislessthanO．05．indicatingthatteachersandstudentsarenotequaltothevarianceofthisquality．Therefore，thereissignificantdifferencebetweenteachersandstudentsinthefieldoftheexplorationofcurriculumresources．Table4．34IndependentSampleTestTableofForeignLanguageElementaryKnowledgeandSkills_。，iSig．SourceDependentVariabletSig．F(2-tailed)Havestrongforei萨language㈡professionalknowledge(1istening,group0．240O．964O．0020．8llspeaking,reading,writingandgrammar)andpracticalcompetenceDuetoavariableCan’tbeanalyzedbyMultivariateANOVA～,thedimensionofforeignlanguageelementaryknowledgeandskillsisanalyzedbyindependentsampletest．Table4．34showsthatthesigofthevariable“havingstrongfIorei盟languageprofessionalknowledge(1istening，speaking,reading，writingandgrammar)andpracticalcompetence'’is0．964andsig．(2-tailed)is0．811，allofwhicharemorethan0．05．Intheteachergroupandstudentgroup，thevarianceofforeignlanguageelementaryknowledgeandskillisequalandthereisnosignificantdifference．Mean●SourceDependentVariableFSig．SquareGoodcommandofforeignculture，literature0．5120．9540．330andliterarycriticismofthetargetcountryMasterlinguisticknowledgeinphonetics，0．9631．531O．218lexicologyandsyntaxGroupMasterappliedlinguisticknowledgeO．5170．9440．333Masterdiscourseanalysisandcommunication0．023O．0380．845strategies78 万方数据天津科技大学硕二}：学位论文Knowwellaboutlinguisticvariationandits0．9561．1510．285influenceonlanguagelearningAscanbeseeninTable4．35TheMultivariateANOVATableofForeignLanguageSpecializedKnowledge，thesigofthefivevariables“goodcommandofforeignculture，literatureandliterarycriticismofthetargetcountⅣ，’，‘'masteringlinguisticknowledgeinphonetics，lexicologyandsyntax”，‘'masteringappliedlinguisticknowledge”，‘'masteringdiscourseanalysisandcommunicationstrategies’’and“knowwellaboutlinguisticvariation哪itsinfluenceonlanguagelearning'’are0．33，0．218，0．333，o．845and0．285，allofwhicharehigherthan0．05，indicatingthatteachergroupandstudentgroupareequaltothevariancesofthefivequalities．Therearenosignificantdifferencesbetweenteachersandstudents．Thetwogroupshavenodifferencesinforeignlanguagespecializedknowledgeandsharethesameview．Table4．36TheMultivariateANOVATableofTheKnowledgeSystemofPedagogicalFieldMeanSourceDependentVariableFSig．SquareApplytheknowledgeinpedagogicalprinciples7．77511．1720．001Mastertheinformationofthetestingsystem7．7859．5470．002MasterteachingactivityandclassroomGroup5．0429．6170．002managementstrategiesPossesstheknowledgeofeducational9．20112．103O．001psychologyDifferentialtreatmentineducation3．1564．5390．035)TheMultivariateANOVATableofTheKnowledgeSystemofPedagogicalField(Table4．36)revealsthatthesigofthefivevariables“applyingtheknowledgeinpedagogicalprinciples”，“masteringtheinformationofthetestingsystem”，“mastering79 万方数据ChapterFourResultsandDiscussionsteachingactivityandclassroommanagementstrategies”，“possessingtheknowledgeofeducationalpsychology'’and“differentialtreatmentineducation”areO．001，O．002，O．002，O．001andO．035，allofwhicharelessthan0．05，indicatingthatteachersandstudentsarenotequaltothevariancesofthesefivequalities．Therefore，therearesignificantdifferencesbetweenteachersandstudentsinthis．Table4．37TheMultivariateANOVATableofForeignLanguageSubjectTeachingtpj‘11、。’一MeanSourceDependentVariableFSig．SquareFamiliarwitllsecondlanguageacquisition，learningstrategiesand1．1601．821O．179learningstyleMastermanyforeignlanguageteachingmethods．15．88l15．6600．000GroupMasterconcreteforeignlanguage1．7433．4910．063teachingstrategiesTeachtargetlanguagecultureinforeign1．5792．363O．126languageteachingTable4．37emphasizesthatthesigofthevariables‘‘familiaritywithsecondlanguageacquisition，learningstrategiesandlearningstyles”，“masteringconcreteforeignlanguageteachingstrategies’’and“teachingtargetlanguagecultureinforeignlanguageteaching'’areO．179，O．063andO．126，allofwhicharemorethanO．05．Intheteachergroupandstudentgroup，thevariancesofthethreequalitiesareequalandtherearenosignificantdifferences．Butthesigofthevariable“masteringmanyforeignlanguageteachingmethods”is0．000，whichislessthan0．05，indicatingthatteachersandstudentsarenotequaltothevarianceofthisquality．Thus，thereissignificantdifferencebetweenteachersandstudentsinhere． 万方数据天津科技大学硕士学位论文Table4．38TheMultivariateANOVATableofViewsonLearningandDevelopmentofForeignLanguageTeachersMeanSourceDependentVariableFSig．SquareMastersocialscienceresearchmeflaods3．0633．4730．064ConstantlyreflectontheirteachingpracticeO．681．683O．196GroupSharetheteachingandscientificresearchactivities10．62116．4860．000Nothavetoengageinscientificresearch3．9533．6790．057Table4．38revealsthatthesigofthevariables‘'masteringsocialscienceresearchmethods”，“constantlyreflectingontheirteachingpractice'’and‘'nothavingtoengageinscientificresearch'’are0．064，O．196and0．057，allofwhicharemorethanO．05．Intheteachergroupandstudentgroup，thevariancesofthethreequalitiesareequalandtherearenosignificantdifferences．Butthesigofthevariable“sharingtheteachingandscientificresearchactivities”isO．000，lessthanO．05，indicatingthatteachersandstudentsarenotequaltothevarianceofthisquality．Sothereissignificantdifferencebetweenteachersandstudentsinthisitem．Wu(2005)regardsthatbeingasateachermeanstoteachothersandalsotostudyforhimself／herself．Ifyoustudy,youCanbetterteachothers．Thus，teachersshouldconstantlystudyandkeepalifelong-learningconcept．Teachingisakindofworkwithrepetitionstosomeextent，asaproficientforeignlanguageteachers，he／sheshouldmasterscientificresearchmethods．Constantlyreflectingonteachingpracticeisoneofthequalitiesofproficientforeign81 万方数据ChapterFourResultsandDiscussionslanguageteachers(Schon1983)andthereflectiveteacherssupplystudentswithakindofmaterialsforlearningandexperience．Thereflectiveforeignlanguageteachersadopthighlevelthinkingandproblem-solvingskillsforthedevelopmentoflearnersintheprocessoflearningandteaching．Afterclass，reflectiononteachingpracticeisasignificantwayforforeignlanguageteachersrealizingtheirshortcomingsandpromotingtheteaching．Tomakeaconclusion，in26itemsofquestionnairesurvey,thevariancesofeighteenitemsaleequalandtherealenotsignificantdifferencesfromtheperspectivesofteachersandstudentsonthequalitiesofproficientuniversityforeignlanguageteachers，whilethevariancesofeightitemsalenotequalandtherealesignificantdifferencesfromtheperspectiveofteachersandstudents．Theeighteenitemswhichhavenosignificantdifferencesaleasfollows：havingasenseofmissionofteachingandcultivatingstudents；havingnobleviewofprofessionandprofessionalethics；havingadedicatedheartandsenseofresponsibility；helpingstudentsrealizetheirforeignlanguageleamingmethods；creatinglearningchanceforthesakeofstudentsandcultivatestudents’communicativeabilitieswithaf．orei印language；asenseofhumorandlivelyclassatmosphere；havingstrongforeignlanguageprofessionalknowledge(1istening，speaking，reading，writing，grammar)andpracticalcompetence；goodcommandofforeignculture，literatureandliterarycriticismofthetargetcountry；masteringlinguisticknowledgeinphonetics，lexicologyandsyntax；masteringappliedlinguisticknowledge；masteringdiscourseanalysisandcommunicationstrategies；knowingwellaboutlinguisticvariationanditsinfluenceonlanguageleaming；beingfamilialwithsecondlanguageacquisition，learningstrategiesandlearningstyles；masteringconcreteforeignlanguage82 万方数据天津科技大学硕：卜学位论文teachingstrategies；teachingtargetlanguagecultureinforeignlanguageteaching；masteringsocialscienceresearchmethods；constantlyreflectingontheirteachingpractice；needingtoengageinscientificresearch．Theeightitemsaren’tequalandtherearesignificantdifferencesintheviewsof；eachersands、tudentsonthequalitycharacteristicsofoutstandinguniversityforeign}÷|’langnageteach、ers．Theyaretheseitems：(1)payingattentiontotheexplorationofcurrienlum攀9u(ces；(2)masteringmanyforeignlanguageteachingmethods；(3)sharingtheteachingandscientificresearchactivities；(4)applyingtheknowledgeinpedagogical；≯一‘principles；(5)masteringtheinformationofthetestingsystem；(6)masteringteachingactivityandclassroommanagementstrategies；(7)possessingtheknowledgeofeducationalpsychology；(8)differentialtreatmentineducation．4．4ThePossibleReasonsforDifferencesoftheViewsfromTeachersandStudentsTherearesomepossiblereasonsforthedifferencesonthequalitiesofproficientuniversityforeignlanguageteachersfromtheperspectivesofteachersandstudents．Firstofall，differentunderstandingsbetweenteachersandstudentsareattributedtothedifferentroleswhichteachersandstudentsplayintheteachingprocess．Thatistosay,whileteachersfocusonteaching,studentsfocusmoreontheirownlearning．Forinstance，teachersrecognizethemissionofteaching，cultivatestudentsandhavenobleprofessionalethicsbecauseofteacheridentity,whichthestudentsarenotawareof．Second，thephenomenaofstudentschoosing“uncertain’’inthequestionnairearemorethanthoseinteachers’choices．Mostteacherschoosethescale‘'uncertain’’inthequalities83 万方数据ChapterFourResultsandDiscussionsofforeignlanguagespecializedknowledge，thepedagogicalfieldandviewsonleaminganddevelopmentfSeeTable4．39)．Whileinthesubjectteachingknowledgeandespeciallyinthepedagogicalfield，thequalitiesofoutstandingforeignlanguageteachersCan’tbeunderstoodbythestudents，whicharereflectedbysomestudentschoosing‘'uncertain’’inthequestionnaire(SeeTable4．40)．NumberofOrderItemsNUncertain1Mastertheinformationofthetestingsystem7422Knowwellaboutlinguisticvariationandits27419influenceonlanguagelearningMasterdiscourseanalysisandcommunication37317strategies’4Mastersocialscienceresearchmethods7416Applytheknowledgeinpedagogical57414principles6Needtoengageinscientificresearch7414NumberofOrderItemsNUncertainMastermanyforeignlanguageteaching110035methods2Mastersocialscienceresearchmethods10035^Mastertheinformationofthetestingsystem10030jApplytheknowledgeinpedagogical410029principlesMasterdiscourseanalysisandcommunication510025strategies84 万方数据天津科技大学硕士学位论文6Sharetheteachingandscientificresearch10025activitiesThisisduetothefactthatstudents’levelsofeducation，knowledgeandexperiencesarelimitedcomparedwiththoseofteachers．StudentsarenotabletoaccuratelyandobjectivelyjudgethequalitiesofoutstandingfIorei髓languageteachersintheseareas．Studentsdon’tunderstandthesignificancesofgraspingtheknowledgesystemof1‰一’：≯。pedagogicalfield，theexplorationofcurriculumresources，masteringavarietyoffomgnlanguageteachingmethods，sharingexperienceofteachingandscientificresearchpracticetoimprovethequalitiesofteaching．Third，universityteachersandstudentsbothattachimportancetotheoccupationaloutlook，professionalethics，learninganddevelopmentofforeignlanguageteachers．Furthermore，allpeopleapprovethatbasicknowledgeandskillsareessentialtotheworkofteachersandtheabilityofforeignlanguageteachingistherequirementofteacher’sjob．Atthesametime，asproficientforeignlanguageteachers，theyneedtomasterforeignlanguageteachingandpedagogicalknowledgesystem．Proficientforeignlanguageteachersshouldhavesolidbasicskillsinforeignlanguages，constantlyreflectontheirownteachingpractices，havededicatedheartsandcareforstudents．Besides，thestudentsalsohopethatteachershaveloftyviewsofprofessionandprofessionalethics，masterdiscourseanalysisandcommunicationstrategies．Teachersnotonlyareengagedinscientificresearch，butalsoshouldspendtimeinteaching，focusonstudents’classroomabsorptionrates，payattentiontostudents’growthandbecometheirmentors．85 万方数据 万方数据天津科技大学硕士学位论文ChapterFiveConclusionThepreviouschapterhasanalyzedthefindingsinthisresearchandthepossibleeadingtomeresults．Inthischapter,majorresults，implicationsandthelimitationofnliSstudywillbeputforward，hopingtogetsomeattentionfrombothf-orei伊languageteachersandstudents．琴i5．1MajorResultsThroughthestudyabove，aconclusioncanbedrawn．Theaverageresultsoffourdimensionsoftheteachergroupwerehigherthanthestudentgroup：universityteachersandstudentshavesimilaropinionsonthedimensionofviewofforeignlanguageteachingprofessionandprofessionalethics，thedimensionofforei弘languageelementaryknowledgeandskills，thedimensionofforeignlanguagespecializedknowledge．Buttherearedifferentopinionsinthefieldofeducationon“qualitycharacteristics”，withtheviewsofimpartingknowledge，senseofmission，curriculumresourcesdevelopment，masteringavarietyofforeignlanguageteachingmethods，sharingteachingandscientificresearchpractice．Thesedifferentviewsarepossiblyduetothedifferentrolesofteachersandstudentsintheteachingprocess．Teachersfocusonteaching，whilestudentsfocusontheirownlearningalot．Atthesametime．，thelevelsofeducation，experienceandknowledgeofthestudentsarelimited，resultinginlessunderstandingofqualitiesofgooduniversityforeignlanguageteachersinsomeareas，whichleadstothedifferencesbetweenthem．Tobeaproficientuniversityteacher,firstofall，heorshemustbeagoodperson．87 万方数据ChapterFiveConclusionSecond，theteacherhasthesenseofcommitmenttohisorherwork，thatisprofessionalethics．Third，aproficientforeignlanguageteachershouldbeexcellentinlanguageproficiencyanduseavarietyofteachingmethodsandskillsinlanguageteaching．Fourth，aproficientforeignlanguageteacherCallbeabletoconstantlyreflectonhisorherteachingpracticeandtoimprove，andlearnfromotherteachers’experiences．。A—profic!entuniversityforeignlanguageteachershouldhaveattitude，belief,capabilitiesandpursuetheup—gradedpersonaldevelopmentandprofessionaldevelopment,consisting。oflinguisticskillsandcommunicativeabilities,reflectiveteaching,self-awareness，peerobservationandSOon．Theresultswillhelptoacquiretheoverallinformationofqualitiesofproficientuniversityforei印languageteachersfromtheperspectivesofteachersandstudentsinTianjinUniversityofScienceandTechnology．Inaddition，theimplicationsenabletocatchaglimpseofthesituationsofteacherprofessionaldevelopmentandforeignlanguageteaching．5．2ImpficationsoftheStudyBasedontheresearchresults，implicationsofthestudyaremainlyrealizedintheaspectsofteacherprofessionaldevelopmentandforeignlanguageteaching．Theresearchresultshavethefollowingimplicationsonteacherprofessionaldevelopmentforuniversityforeignlanguageteachers．Theviewsonlearninganddevelopmentofforeignlanguageteachersareanimportantqualitiesforthemtobeproficientforeignlanguageteacherswhichsubstantiatethepreviousstudiesinteachers’views(Wu2005)．Itconfirmsthecontentsofthetheoryofteacher 万方数据天津科技大学硕士学位论文professionaldevelopment．Besides，theviewonteachers’learninganddevelopmentistheprocessofrequesting，constantlylearningandreflectionfromuniversitystudents’perspective．Proficientuniversityforeignlanguageteachersneedtomastersocialscienceresearchmethodsandengageinscientificresearch．Afterthatmeywillsharetheteachingandscientificresearchactivities．Basedonthescientificresearchactivitiesandreflection,foreignlanguageteachersacquiretheirlearninganddevelopment．Besidestheimplicationsonteacherprofessionaldevelopment,theresearchfindingsalsohavetheimplicationsonforeignlanguageteachinginChinaforuniversityforeignlanguageteachers．Atpresent,someuniversityforeignlanguageteachingmodelsaremainlytheinculcationoftraditionalone-waycommunication．Itsperformanceisthatateacherisprelectingwhilestudentsarelistening，asaresultofwhich，studentsbecomethenegativeandpassivereceivers．TheentireclasslosesthevitalitySOthatseriousdisjunctionexistsinteachersandstudents．Therefore，thetraditionalteacher-centeredandtextbook．centeredmodelsCan’tmeettheneedsofthestudents．Tochangethepresentsituationofinefficientforeignlanguageteaching，itmustbetransferredto“interactivetwo-wayteachingmodel”．Theteachingmodelshavealwaysbeentheresearchsubjectinforeignlanguageteachers．“Byusingthetheoryofscaffolding，exercisinginteractiveapproachintheclassacquiresgoodknowledgeofforeignlanguage’’(Sueta1．2006：116)．ThetheoryofscaffoldingisputforwardbyMercerandBruner(1994)basedonVygotsky’S(1962；1978)theoryofZoneofProximalDevelopment．Theinteractiveapproachandtaskapproachcultivatetheintegratedabilitiesforthestudentsusingforeignlanguage，especiallylisteningandspeakingabilities．Thoughthestudents’89 万方数据壁翌竺!!∑!曼竺呈!坐!竺翌autonomouslearningandindividualizedlearning，theyencouragethestudentstoenhancetheircapabilitiesandexpandtheirscopesoflanguageapplication．Asanimportantteachingmethodaswellasthetestingitem，thequizandtestsareusedtoevaluateastudent’Sintegratedabilityofusingforeignlanguage．Inaword，therearesomeinteractiveapproachesinflorei萨languageteachingandforteacherstoexploretheothers．Theseinteractiveapproachesaresummarizedasfollows：roleplay；,task-basedlanguageteaching；groupdiscussion；classdebate；properuseofthevarioustypesofquestioning．Onemeasureofthesuccessfulinteractiveteachingmodelisthatthemorestudentshaveparticipatedinclassroomactivities．ProficientforeignlanguageteachersCanbegoodatcreatingtheactiveandrelaxedclassroomatmosphere，exploreandadoptinteractiveteachingmodesinmanydifferentforms，fullymobilizethestudents’initiative，enthusiasmandparticipation．Theclassroomteachingistrulythatthestudentsarethecenterandledbytheteachers．5．3LimitationandSuggestionThepresentresearchfocusesonthesimilaritiesanddifferencesofthequalitiesofproficientuniversityforeignlanguageteachersviewedfromuniversityteachersandstudents．Theaimoftheresearchhasbeenachieved．Butthisresearchleflsa1imitationwithregardtothegeneralizationoftheresultsinthestudy．Thesamplesizewassomewhatquitelimited．ThesubjectsoftheresearchwerefromoneuniversityonlyinTianjin，whichcan’tspeakforalltheuniversitiesinChinaandwhetherteachersandstudentsoutofTianjinpossessthesameviewsstillremainsunknown．OnehundredstudentsofTUSTwerechosenasrespondentsaswellasalltheforeign90 万方数据天津科技大学硕：l：学位论文languageteachersinSchoolofForeignLanguagesofTUSTinthequestionnairesurvey,tosomeextent，theresearchresultsgeneralizethefindings，however,onlystandingforteachers’andstudents’viewsonqualitiesofproficientuniversityforeignlanguageteachersiIlTUSTwasduetothelimitedresearchsite．MoreresearchesneedtobeconductedwithvariousrespondentsfromdifferentforeignlanguagesindifferentcitiesinChina．Thus，theconclusionsinthestudycouldberegardedastentativeandsuggestive．Asitcallbeseent11atthelimitationofthisresearchwillserveastheadvicetothosewhoareinterestedindoingfuturestudiesinthesamefield． 万方数据 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