ࡱ>  Rbjbj>l*[ UUAx8 4lL" %!%!%!%)--t lllllll$Foq:3lU8i.V%))/0t3lUU!%!%l[[[1U!%U!% l[i. l[[ejek!%2)Gjkl0l k\"rX8"r(ek"rIeki.i.[i.i.i.i.i.3l3l[i.i.i.li.i.i.i."ri.i.i.i.i.i.i.i.i.  : v U_ ^(u|NNkNe ]\Oĉ.............................1 ^(u|NNf[ukNeNRfNdQĉ.......................2 ^(u|NNf[ukNe_bJTdQĉ.....................3 ^(u|NN,gykNeb~ċ[ShQ.....................5 ^(u|NN,gykNec[Ǐ zĉ.........................7 ^(u|NNf[ukNef:y0 euxhQlaNy e\bueux0NAcknowledgements 0RTable of ContentsRuxhlO(uWlW[ki, ii, iii& uxNub Ne E\-N0ckeRuxhl(u?b/OpeW[1, 2, 3,& uxNub Ne E\-N0 #" Lel%Nle͑ Q[{'}cbeTf[/gvMRTǏ z R_y MQ;N[Pn0  Acknowledgements _{:N Ypeb__0 Xd 4.1Xd_{ibev;NQ[ zQevRep0 4.2Q[\ | NǏNu R_^+o0 4.3-NesQ.͋ N[ǏY N,:N3-5*N0sQ.͋S fexvzvsQ.p0 vU_u vU_R~sSP[vU_ N[Ǐ|bǏ~ N,:NN N~0vU_u N[Ǐ N, NǏ$Nu0 cke 6.1 k)ۏ4*NeW[kb2*NIlW[ kNkKN NzzL0 6.2cke-NhhQǑ(u Times New RomanW[SO N~hǑ(uVSW[ R| N0 N0V~I{hGWǑ(u\VSW[ R|0 hSO|~NǑ(u1 1.1 1.1.1 2 2.1 2.1.1 6.3 dN NfvR~hY cke-NvLeǑ(u\VSW[LeS_-NQsv-Ne Ǒ(uNSW[ FO_(uvk=Ǒ(uNSW[ N_{]ST)ۏ10*NeW[k0 lʑ ckeQlʑlaNy 7.1 ckeQlʑ~NǑ(u9YlIn-text Citations NAQO(u>\lendnotes Tlfootnotes)0 7.2 9YlRTe(WS>\hp&{SKNQ0 9Yl-N@bRcve.s _{(WSe.s-NRQ, Y\OS\OT:N-Ne 9Yl-NfNQ\OYle_{O(ub) S_lfegꁇez0NWvvc_ \OY T(We-N]~Qs 9Yle(WMRb Y>e(WTb YFrank Norris NIrving Gordon^:NNorris, F. & I. Gordon.Se.s-N\O:N3Nb\N3N^hQRQ 3NN NSRQMR3NbSR,{1N TR I{ b et al 0 OY Crystal, D. A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd., 1997. He, A. W. Discourse Analysis. M. Aronoff & J. Rees-Miller eds.. The Handbook of Linguistics. London: Blackwell, 2003: 428-445. Hymes, D. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press, 1994. Li, Yafei. On v-v Compounds in Chinese. Natural Language and Linguistic Theory, 8, 1990: 177-207. l[Jq{|Wf[-Nvh!j_ 0YYef[Nxvz 0,{1g 19971-10 _pp0R9NR݋v~gNR Nwm NwmYeQHr>y 1998 Se.sIlыQ\Oĉ 9.1 e[?zcN Te {\eSe.s-N\N{;NAmYee.sRQ[ыbIlT N\N1000IlW[ ыbcknx0AmEuvIlv^cN0 9. 2 SeN{͑v\O(u0N2001t^ ^e zhQvBl 틁N\f[ Nt^~Yew Vdk Nyy:N l\Ye^ v\f[Ye^NuN0 l\Ye^ /fcN(WLl\WkNTNN\f[Yef[v^NNYe^0N:Nbk ُN^]~NN\f[Ye gVt^YN FO_\sQNُNl\^vT~g0,gxvzWNl\Ye^v`Q BlُNSSǏ NhTNNWTNt^v(WLWvl\Ye^/f&T g@bۏekN܀NN\f[Yef[0 1uNe gP (W1102 Tl\Ye^-N 6 T :N,gxvzvSՋ0,gxvz/fǏ~mQMO^vS4YhU_ v^[U_ۏLvQRg0 sQ.͋sQ.͋1 sQ.͋2 sQ.͋3 Table of Contents  TOC \o "1-2" \h \z \u  HYPERLINK \l "_Toc154147549" Acknowledgments i  HYPERLINK \l "_Toc154147550" Abstract ii  HYPERLINK \l "_Toc154147551" Xd iii  HYPERLINK \l "_Toc154147552" Table of Contents iv  HYPERLINK \l "_Toc154147554" 1. Introduction  PAGEREF _Toc154147554 \h 21  HYPERLINK \l "_Toc154147555" 1.1 Background  PAGEREF _Toc154147555 \h 21  HYPERLINK \l "_Toc154147556" 1.2 Significance of the Empirical Study  PAGEREF _Toc154147556 \h 21  HYPERLINK \l "_Toc154147559" 2. Literature Review 21  HYPERLINK \l "_Toc154147560" 2.1 Definition of Teachers Beliefs 21  HYPERLINK \l "_Toc154147561" 2.2 Teachers Beliefs and Teaching Behavior 21  HYPERLINK \l "_Toc154147563" 3. Method 22  HYPERLINK \l "_Toc154147564" 3.1 This is Title of 3.1 22  HYPERLINK \l "_Toc154147565" 3.2 Procedures 22  HYPERLINK \l "_Toc154147566" 4. Results and Discussion  PAGEREF _Toc154147566 \h 22  HYPERLINK \l "_Toc154147567" 4.1 Status Quo of the Teachers Beliefs  PAGEREF _Toc154147567 \h 22 4.1.1 Mean and Std. Deviation of the TQ.  PAGEREF _Toc154147567 \h 22  HYPERLINK \l "_Toc154147570" 5. Conclusion and Research Implications  PAGEREF _Toc154147570 \h 23  HYPERLINK \l "_Toc154147571" 5.1 The Importance of Teacher Training  PAGEREF _Toc154147571 \h 23  HYPERLINK \l "_Toc154147574" 6. Limitations  PAGEREF _Toc154147574 \h 23  HYPERLINK \l "_Toc154147575" References 24  1. Introduction 1.1 Background The recent societal trends outline new educational aims designed to create the highly skilled teachers necessary for the 21st century. In such a new phase of education, fruitful teaching outcome is based largely on new teaching skills, which come from frequent teaching reflection and belief renewal. As a matter of fact, teachers beliefs tend to affect everything they do in the classroom, no matter implicit or explicit. Furthermore, teachers articulated beliefs is one thing, and how they apply them in actual teaching is another thing. 1.2 Significance of the Empirical Study As education promotion is inevitable in the new phase of education, the best way to promote teaching outcome is to get feedback from teachers and learners and refine teachers beliefs and teaching behavior. Judd (1981) and Wade (2002) put forward applicable methodology for education improvement based on substantial surveys. Pate et al (1997) consider establishing an integrated, coherent curriculum as their ultimate aim of researches.... 2. Literature Review 2.1 Definition of Teachers Beliefs Definition of beliefs may vary according to different experts. Sigel (1985) defines beliefs as mental construction of experience, which guides behavior. Nespor (1987) and William & Burden (1997) define it as values and attitudes of the world and is also predictor of behavior. To be brief, beliefs tell behavior. In 1992, Pajares made a definition of teachers beliefs as teachers attitudes about education, about schooling, teaching, learning, and students (Pajares 1992). Nespor (1987), Woods (1996) and William & Burden (1997) found teachers beliefs is far more influential than knowledge in determining classroom work. Breen et al (2002) also infers that teachers beliefs and experiences strongly influenced classroom work. From all the above definitions, the author summed up teachers beliefs to be teachers attitudes about teaching and learning, which will affect everything they do in the classroom teaching. 2.2 Teachers Beliefs and Teaching Behavior The western countries had gone through 3 decades in the research of the relationship between teachers beliefs and teaching behavior. Freeman (2002) subdivides the period into 3 broad time frames: work leading up to 1975, the decade of change (1980-1990), and the decade of consolidation (1990-2000). Since the 80s, an array of empirical studies of teachers beliefs and teaching behavior have been carried out. Freeman (2002) probed the impact of teachers mental lives, prior knowledge, social and institutional context, etc. on teaching behavior, and found teachers beliefs to have a powerful influence on their behavior. Actually, how teachers beliefs shape their behavior in classroom teaching has been studied in various ways (Meighan 1990; , .  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Method The survey consisted of 3 instruments: `$ a teacher questionnaire developed by the author (consisted of three sections: Section One--personal data and experience, etc; Section Two--a 25 item teacher belief section based on the 5 guidelines of the New Curriculum in senior high published by the Ministry of Education (Item 1 5 on Belief 1, Item 6-10 on Belief 2, and the rest may be deduced by analogy); Section Three--2 open questions about teachers beliefs and teacher concern) (See Appendix 1); a$ an observation log (comprising general information and a 10-period classroom observation log (See Appendix 2); b$ an interview outline (See Appendix 3). A pilot study was conducted in one Type B school from Guangzhou in early September 2005. Based on the feedback from the pilot study, the author made revisions in the survey instruments. 3.1 The Participants 10 schools from 5 of the cities in GD Province participated in this study. The participants were carefully chosen: the capital city of GD--Guangzhou (^]), two peripheral cities--Foshan ([Oq\) and Nanhai (WSwm), two relatively remote cities--Puning (nf[) and Shantou (Ul4Y), respectively. 10 researchers divided the 10 schools among them during their teaching practices. However, only 8 schools data were intact and possible for analysis. Altogether, there were 27 teachers from these 8 schools. 3.2 Procedures 3.2.1 The Teacher Questionnaire Survey Firstly, the researchers invited the teachers to fill in the Teacher Questionnaire (TQ) and fixed a time with the teachers for classroom 4. Results and Discussion After all the data were collected, the author began to arrange the data and analyze them. Firstly, the author sorted out all the received questionnaires. And found out the valid percent of the TQ was 100%. Table 4 indicates the general information of the questionnaires obtained from the 6 schools. Table 4. Information of the Received TQ QuestionnaireReceivedValidInvalidValid PercentNumber25250100% 4.1 Status Quo of the Teachers Beliefs 4.1.1 Mean and Std. Deviation of the TQ ... 5. Conclusion and Research Implications The present research carried out a survey of the status quo of teachers beliefs and their teaching behavior in the New Curriculum context in Guangdong Province by means of questionnaire, classroom observation log and interview. By intensive analysis, the author found that firstly, teacher s beliefs differed significantly from one school to another; secondly, teachers in most schools teach in accordance with their beliefs, whereas some teachers behavior was disjointed from their beliefs, although they showed that they  Strongly agree with the New Curriculum in the TQ. In the meantime, the author got a pleasant surprise to find that one out of the 6 subject schools, a school from Shantou, had a relative conformity in practical classroom teaching and teachers beliefs. Finally, a more intensive analysis was made to find out the teachers difficulties in renewing their beliefs or applying their beliefs into teaching. 5.1 The Importance of Teacher Training From the interviews, the author found that most teachers, especially the inexperienced teachers, expressed that they need ... 6. Limitations ... References Argyris, C. & D. A. Schn. Theory in Practice. San Fransisco: Jossey-Bass, 1974. Argyris, C. & D. A. Schn. Organizational Learning: A Theory of Action perspective. Mass: Addison-Wesley, 1978. Borg, S. Teacher cognition in Learning Teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36, 2003: 81-109. Breen et al. Making sense of language teaching: Teachers principles and classroom practice. Applied Linguistics 22, 2001: 470-501. Crystal, D. A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd., 1997. He, A. W. Discourse Analysis. M. Aronoff & J. Rees-Miller eds.. The Handbook of Linguistics. London: Blackwell, 2003: 428-445. Hymes, D. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press, 1994. Thomas, J. Meaning in Interaction: An Introduction to pragmatics, SNYYef[NxvzQHr>y 2010. Li, Yafei. On v-v Compounds in Chinese. Natural Language and Linguistic Theory, 8, 1990: 177-207. l[Jq{|Wf[-Nvh!j_ 0YYef[Nxvz 0,{1g 19971-10 _pp0R9NR݋v~gNR Nwm NwmYeQHr>y 1998 _.Nʼnkv҉^_SыvR. 0m3W'Yf[f[b 0 ,{6g 2003: 109-112. Net. 1. Feminism, Ideology and Deconstruction: a Pragmatist View http://ww.brocku.ca/English/course/4F70/destruction.html f1. Se.sv\l gT_{RQ@b gSe.s Se.sBl NNON10*N,v^Bl gY7h'`0 ?9Nf[b^(u|kNeSe.sыe Definition of Pragmatics  Y T _q\ f[S070501105  Thomas, J. Meaning in Interaction: An Introduction to pragmatics, SNYYef[NxvzQHr>y 2010. Definition of Pragmatics  It is extremely easy, with the benefit of hindsight, to pick holes in earlier approaches to the study of pragmatics. In the discussion which follows it is important to bear in mind that the  pioneers in the area of pragmatic were reacting against an approach to linguistics which was strongly biased towards meaning in abstract rather than meaning in use. But disciplines evolve and our definitions, theories and methodologies must also change in order to respond to new concerns and insights. Speaker meaning... 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