1.1 The General Description of the Research
With the reformations of education and teaching going deep, different kinds of teachingmodels are emerged. It is necessary for teachers to update their teaching beliefs and maketheir teaching beliefs keep coincidence with their teaching behaviors. Teachers’ beliefs andperceptions provide psychological explanations for pedagogic decisions (Clark and Yinger,1979). Teachers’ behaviors are influenced by the beliefs teachers hold and their perceptions inturn have an impact on students’ own behavior and ultimately, their achievement (Clark andPeterson, 1986).However, analyzing teachers’ perceptions about English teaching in isolation may notbe helpful to generate constructive suggestions for improvements in their pedagogicalpractice, then the relationship between teachers’ actual teaching beliefs and their actualteaching practice about English teaching would be of potential interest to other languageteachers.Consequently, this study is an attempt to fill some of gaps in the literature onrelationship between teaching beliefs and teaching behaviors of English teachers in MiddleSchool, and adopts a qualitative, descriptive research approach that utilized classroomobservations and teacher interviews. By the questionnaire survey of English teachers’teaching beliefs and teaching behaviors to see whether English teachers identify teachers’teaching beliefs and teaching behaviors proposed in New English Curriculum Standards. Byinvestigating English teachers in Middle School about English teachers’ actual teachingbeliefs and observing their actual teaching behaviors to see whether there is a discrepancybetween English teachers’ actual teaching beliefs and their actual teaching behaviors.
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1.2 The Need for the Research
Firstly, the research aims to promote new curriculum reformation.The new curriculum reform has been lasting for more than 10 years; the positive resultis worth of confirming. But it is easy to find some problems existing in English teaching, suchas, some students do not think they can communicate in English when they graduated fromSenior High school; Some students think they have almost forgotten English when they gotout of school; Some students do not think they have self-learning competence in English andso on. In short, most teachers had been trained in theory before carrying out New EnglishCurriculum Reform, but the results of English teaching are not improved. It seems thatupdating teachers’ teaching beliefs is not enough to achieve the effectiveness of classroomteaching. To some extent, carrying out this study is helpful to promote new curriculumreformation.Secondly, the research aims at compensating the gap between teaching beliefs andteaching behaviors of English teachersAs for teachers, no matter what novice teachers or experienced teachers, they all havetheir own English teaching beliefs. And they design English lessons and organize classes onthe base of their own English teaching beliefs holding. Then are their teaching behaviorspositive or negative? There, the positive refers to the function of promoting effectively classes;the negative refers to the prevention of effective classes. Even though, for English teachers,many books on the foreign language teaching theory are published and many schools on theforeign language teaching are founded, the key point is that English teachers do not，英语论文，英语论文范文
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