PAGESouthSCHOOLOFFOREIGNSTUDIES ASTUDYONTRANSFERREDTEACHERS’ENGLISHPRONUNCIATIONACaseinGuangdongbySupervisedbyAseniorthesissubmittedtoSchoolofSouthoftherequirementsforthedegreeofBachelorofArtsJUNE,2014DeclarationofAuthorshipPAGEIIIABSTRACTQualityofteachershasalwaysbeenpaidgreatattentionto,especiallythatofprimaryschoolteachers,whoplaythemostinfluentialroleinstudents’elementarylearning.In2001,asthenewNationalEnglishCurriculumrequiresthatEnglishshouldbetaughtfromGrade3inprimaryschools,anewtypeofprimaryschoolEnglishteachersnamed“transferredteachers”cameintobeing.Transferredteachersarethosenon-English-majorprimaryschoolteacherswhoshifttoteachEnglishaftergraduationfromatrainingprogramcalled“In-serviceTrainingforTransferredTeachers”.Byfar,theseteachershavebeenteachingEnglishforoverfouryears,buttherehavebeenfewfollow-upresearchesontheirpronunciationuptillnow.Thepresentstudyinvestigatesonthepronunciationoftransferredteachersconcerningconsonantsandvowels.Thegoalistofindoutwhethertheseteachers,whohavereceivedonly3-weekcompulsoryresidentialtrainingandayearlongoptionalschool-basedtraining,aremakingprogressandcompetentforelementaryEnglishteaching.Astimewaslimited,sixtransferredteacherswerechosenasoursubjects.ThestudywascarriedoutonthebasisoftheanalysisoftheerrorsontherecordedmaterialoftheEnglishutteranceborneoutbythesetransferredteachers.中文摘要教師素質(zhì)一直都備受關(guān)注，特別是小學(xué)教師的素質(zhì)更是如此，因?yàn)樾W(xué)教師在學(xué)生初級(jí)階段的學(xué)習(xí)起著舉足輕重的作用。于2001年，應(yīng)新英語(yǔ)課程標(biāo)準(zhǔn)的要求，英語(yǔ)要從小學(xué)三年級(jí)教起，因此，一種被稱為“轉(zhuǎn)崗教師”的小學(xué)英語(yǔ)教師產(chǎn)生了?！稗D(zhuǎn)崗教師”是指從在職轉(zhuǎn)崗培訓(xùn)畢業(yè)后從事小學(xué)英語(yǔ)教學(xué)的非英語(yǔ)專業(yè)教師。至今為止，這些老師已經(jīng)從事小學(xué)英語(yǔ)教育有四年多了，但很少關(guān)于這些轉(zhuǎn)崗老師語(yǔ)音的后續(xù)調(diào)查。本研究基于轉(zhuǎn)崗教師的語(yǔ)音情況，求證這些只受過三周英語(yǔ)專業(yè)培訓(xùn)和一年的在職培訓(xùn)的轉(zhuǎn)崗教師是否有所進(jìn)步且能勝任于小學(xué)英語(yǔ)教學(xué)。由于時(shí)間有限，在1102名轉(zhuǎn)崗教師中，6名被選為本研究的受試。本研究是通過給六位老師的英語(yǔ)口頭表達(dá)錄音，并對(duì)錄音進(jìn)行其錯(cuò)誤分析。TableofContentsTOC\o"1-2"\h\z\uABSTRACT I中文摘要 IIChapterOneIntroduction 11.1Background 11.2SignificanceoftheEmpiricalStudy 11.3PurposeofthePresentStudy 11.4StructureofthePresentStudy 2ChapterTwoLiteratureReview 32.1DefinitionofTeachers’Beliefs 32.2Teachers’BeliefsandTeachingBehavior 32.3TheExpectedTeachers’BeliefsoftheNewCurriculum 4ChapterThreeMethod 53.1TheParticipants 53.2Procedures 5ChapterFourResultsandDiscussion 84.1StatusQuooftheTeachers’Beliefs 84.2TheRelationshipbetweenTeachers’BeliefsandTheirTeachingBehavior 104.3Teachers’MostConcerninCoursePlanning 13ChapterFiveConclusionandResearchImplications 155.1TheImportanceofTeacherTraining 155.2ModificationoftheAssessmentSystem 175.3OfferingAdequateTeachingFacilities 17References 20AppendixI 18AppendixII 19ACKNOWLEDGEMENTS 21PAGE21ChapterOneIntroduction1.1BackgroundTherecentsocietaltrendsoutlineneweducationalaimsdesignedtocreatethehighlyskilledteachersnecessaryforthe21stcentury.Insuchanewphaseofeducation,fruitfulteachingoutcomeisbasedlargelyonnewteachingskills,whichcomefromfrequentteachingreflectionandbeliefrenewal.Asamatteroffact,teachers’beliefstendtoaffecteverythingtheydointheclassroom,nomatterimplicitorexplicit.Furthermore,teachers’articulatedbeliefsisonething,andhowtheyapplytheminactualteachingisanotherthing.1.2SignificanceoftheEmpiricalStudyAseducationpromotionisinevitableinthenewphaseofeducation,thebestwaytopromoteteachingoutcomeistogetfeedbackfromteachersandlearnersandrefineteachers’beliefsandteachingbehavior.Judd(1981)andWade(2002)putforwardapplicablemethodologyforeducationimprovementbasedonsubstantialsurveys.Pateetal(1997)considerestablishinganintegrated,coherentcurriculumastheirultimateaimofresearches.Manyotherexpertshavealsoendowedgreatsignificancetothesesortsofresearch(Floden&Klinzing1990;Pajares1992).AndBreenetal(2001)suggeststhattheseresearchescouldbeseenasameanstoexploringlanguageteaching.Infact,theseempiricalstudiescanhelptorefineteacherbeliefsandteachingbehavioraswell.Mann(2005)addressesthatteachersdevelopbycollectingdataandreflecting.1.3PurposeofthePresentStudyTeachers’beliefsandteachingbehaviorhavebeenstudiedwidelyinthelastdecade(Pajares1992;Smith1997;Breenetal2001;Nunan2001;Wade2002;Burns2005).However,onlyafewqualitativestudiesaboutteachers’beliefshavebeencarriedoutthroughoutChina,letaloneinGuangdongProvince.Therefore,thereisagapinthisbodyofqualitativeresearchonteachers’beliefsindifferentareasofGDsincetheimplementationoftheNewCurriculum.Thepresentstudyisattemptingtohelpfillthatgap.Furthermore,manyofthepriorresearcheswerecarriedoutonrelativelysmallsamples,Thepresentstudytriestofindouttherelationshipbetweenteachers’beliefsandtheirpracticalteachingbehaviorintheNewCurriculumcontext,andinthemeantime,tofindoutsignificantproposalsforteachertrainingandprovideeducatorswithvaluableperspectivesonteachingandcurriculumdevelopment.1.4StructureofthePresentStudyStartingfromdefinition,theauthorfirstofallfoundoutsomeexperts’definitionof“teachers’beliefs”,andthensummedituptobeamuchplainone.Thentheauthorproceededtomakeanalysisofthequestionnaires,aimingatfindingoutthestatusquoofteachers’beliefsinGDProvince.Afterthat,theauthormadefurtheranalysisontheclassroomobservationlog,tryingtofindoutwhethertheteachers’teachingbehaviorwasconsistentwiththeirarticulatedbeliefs.Finally,face-to-faceinterviewswereconductedtofindouthowteachers’beliefsguidetheirbehavior,andwhatteachersusuallytakeintoaccountintheircourseplanning.ChapterTwoLiteratureReview2.1DefinitionofTeachers’BeliefsDefinitionofbeliefsmayvaryaccordingtodifferentexperts.Sigel(1985)definesbeliefsasmentalconstructionofexperience,whichguidesbehavior.Nespor(1987)andWilliam&Burden(1997)defineitasvaluesandattitudesoftheworldandisalsopredictorofbehavior.Tobebrief,beliefstellbehavior.In1992,Pajaresmadeadefinitionof“teachers’beliefs”asteachers’attitudesabouteducation,aboutschooling,teaching,learning,andstudents(Pajares1992).Nespor(1987),Woods(1996)andWilliam&Burden(1997)foundteachers’beliefsisfarmoreinfluentialthanknowledgeindeterminingclassroomwork.Breenetal(2002)alsoinfersthatteachers’beliefsandexperiencesstronglyinfluencedclassroomwork.Fromalltheabovedefinitions,theauthorsummedup“teachers’beliefs”tobeteachers’attitudesaboutteachingandlearning,whichwillaffecteverythingtheydointheclassroomteaching.2.2Teachers’BeliefsandTeachingBehaviorThewesterncountrieshadgonethrough3decadesintheresearchoftherelationshipbetweenteachers’beliefsandteachingbehavior.Freeman(2002)subdividestheperiodinto3broadtimeframes:workleadingupto1975,thedecadeofchange(1980-1990),andthedecadeofconsolidation(1990-2000).Sincethe80s,anarrayofempiricalstudiesofteachers’beliefsandteachingbehaviorhavebeencarriedout.Freeman(2002)probedtheimpactofteachers’mentallives,priorknowledge,socialandinstitutionalcontext,etc.onteachingbehavior,andfoundteachers’beliefstohaveapowerfulinfluenceontheirbehavior.Actually,howteachers’beliefsshapetheirbehaviorinclassroomteachinghasbeenstudiedinvariousways(Meighan1990;Woods1996;Smith1997;Breenetal2001;Borg2003;Burns2005).Chineseresearchershavebeguntosetaboutstudyingteachers’beliefsandteachingbehaviorinrecentyears(Wang2002;Xia2002;Sun2005;Lou&Liao2005).Allthesestudiescollectivelyshowthatclassroomactivitiesarehighlyinfluencedbyteachers’beliefs.However,someresearchersfoundtheirsubjectstobehavetheotherwayround.Argyris&Sch?n(1974,1987)arguethatthereisalmostalwaysadiscrepancybetweenteachers’beliefsandthewaysteachersact(William&Burden1997).Sun(2005)addressesthatthemostprominentprobleminEnglishclassroomteachingtobethegapbetweenthenewlyacquiredteachingbeliefsandtheeducationalpractice.Wang(2002)andLou&Liao(2005)alsofoundsuchadiscrepancybetweentheirsubjectteachers’behaviorandbeliefs.Iftherereallyexistssuchadiscrepancy,theteachingmaybeinefficientorevenconfusing,whichmaybringaboutaseriesofproblemsinteachingandlearning.2.3TheExpectedTeachers’BeliefsoftheNewCurriculumChancesarethatgivenbetterteaching,learnerswilllearnmore.Theneweraofeducationcallsforimprovedteachingbeliefsandbehaviorasinstrumentstofacilitateandimprovestudentlearning.Thenewlyimplementedcurriculumputforwardfiveteachers’beliefsasfollows:Focusingoncommonfoundation,preparingforfurtherdevelopment;Offeringvariousoptions,cateringforpersonalneeds;Optimizingthelearningmodel,enhancingself-directedlearningcompetence;Concerningwithstudents’emotion,enhancingculturalawareness;Promotingtheassessmentsystem,encouragingcontinuousdevelopment.（citedfromSeniorEnglishCurriculum2003:2-3）Asamatteroffact,suchbeliefswereraisedtomeetthenewdemandsofoursociety,tomeetthenewlearningneedsofourstudents.Onconditionthatteachers’beliefsandteachingwereconsistentwiththeNewCurriculum,fruitfulteachingoutcomewouldbeyielded.However,thequestionsare:What’sthestatusquoofteachers’beliefs?Dotheybehaveinaccordancewiththeirarticulatedbeliefs?Andwhatdotheteachersusuallytakeintoaccountinteaching?Tofindoutallthecorrespondinganswers,theauthorcarriedoutasurveyofteachers’beliefsandteachingbehaviorinGDProvince.ChapterThreeMethodThesurveyconsistedof3instruments:①ateacherquestionnairedevelopedbytheauthor(consistedofthreesections:SectionOne--personaldataandexperience,etc;SectionTwo--a25itemteacherbeliefsectionbasedonthe5guidelinesoftheNewCurriculuminseniorhighpublishedbytheMinistryofEducation(Item1–5onBelief1,Item6-10onBelief2,andtherestmaybededucedbyanalogy);SectionThree--2openquestionsaboutteachers’beliefsandteacherconcern)(SeeAppendix1);②anobservationlog(comprisinggeneralinformationanda10-periodclassroomobservationlog(SeeAppendix2);③aninterviewoutline(SeeAppendix3).ApilotstudywasconductedinoneTypeBschoolfromGuangzhouinearlySeptember2005.Basedonthefeedbackfromthepilotstudy,theauthormaderevisionsinthesurveyinstruments.3.1TheParticipants10schoolsfrom5ofthecitiesinGDProvinceparticipatedinthisstudy.Theparticipantswerecarefullychosen:thecapitalcityofGD--Guangzhou(廣州),twoperipheralcities--Foshan(佛山)andNanhai(南海),tworelativelyremotecities--Puning(普寧)andShantou(汕頭),respectively.10researchersdividedthe10schoolsamongthemduringtheirteachingpractices.However,only8schools’datawereintactandpossibleforanalysis.Altogether,therewere27teachersfromthese8schools.Table1summarizesthecharacteristicsofallthesubjectteachers.18workedinGradeOne,and9workedinGradeTwo.Therewere17femaleand10maleteachers.Theteachershadvaryingdegreesofgeneralteachingexperiencerangingfrom1to43years.Theaverageteachingexperienceacrossthesamplewas12.7years.Amongthem,26teachershadreceivedtheNewCurriculumtraining.Table1.TheTeachers’CharacteristicsGenderGradeCurriculumTrainingAverageTeachingExperience(year)MaleFemaleOneTwoReceivedNotYetNo.101718926112.7Forthesakeofbeingasobjectiveaspossible,School7andSchool8alsoexcludedinthefollowingdiscussions,becauseonlyonesubjectteacherwasavailablefromeachofthesetwoschools.Consequently,thefollowingresultsanddiscussionswerebasedon6schools.3.2Procedures3.2.1TheTeacherQuestionnaireFirstly,theresearchersinvitedtheteacherstofillintheTeacherQuestionnaire(TQ)andfixedatimewiththeteachersforclassroomobservation.Teachersfilledinthegeneralinformationandindicatedthelevelofendorsementofeachofthe25itemsusinga5-pointLikert-typescalecomprisingthecategories“stronglydisagree,”“disagree,”“somewhatdisagree,somewhatagree,”“agree,”and“stronglyagree,”scoredas1through5,respectively;thentheyrespondedtothe2openquestionsconcerningwithteachers’opinionsandsuggestionsoftheNewCurriculum(seeTable2).Table2.The2OpenQuestionsintheTeacherQuestionnairePleasewritedownyouropinionsandsuggestionsoftheNewCurriculum1.Themostobviouschanges①…②…③…2.Themosturgentproblemstobesolved①…②…③…AsisshowninTable2,Question1tellswhetherteachershavenoticedthemostobviouschangesofthecurriculum.AndQuestion2enablestheauthortoperceivetheteachers’mostconcern,whichwouldserveasabasistofindoutwhetherteachersadoptedparticularteachingstrategiestoenhancetheirstudents’weakpoint,sincetheyhavenoticedwheretheproblemslied.3.2.2Astheremayexistadiscrepancybetweenteachers’beliefsandbehavior,andapartfromthis,teachersmayoverstateorunderstatethebeliefsunderlyingtheiractualpractice.Therefore,whetherteachersteachinaccordancewiththeirbeliefscanonlyberevealedfromtheobservationofpracticalteaching.Hence,theseconddatacollectionmethodwasbaseduponasubstantialclassroomobservationlog.Theresearchersrecorded10periodsofEnglishclassesofeverysubjectschool.The10Englishclasseswerenotspecificallychosen,butobservedatrandom,generatingathoroughandobjectivedata.Theobservationfocusedonclassroomactivities,multimediaapplied,textbookdealt,assessmentforms,andoptionalcourses,etc.3.2.3TheInterviewInordertocomprehendmoreabouthowteachers’beliefsguidetheirbehavior,andwhatteachersusuallytakeintoaccountintheirteaching,face-to-faceinterviewswereadded,andtheinterviewwithteacherswassemi-structured.Table3showstheoutlineoftheinterview.Table3.OutlineoftheSemi-structureInterviewInterviewSubject:SeniorHighEnglishTeachersinGuangzhouHowdoyouusuallydesignalesson?Andwhataboutactivities?Howdoyoulikethepresenttextbook?Andhowdoyouapplyit?Doyouthinkitisnecessaryforstudentstoenhancetheirculturalawareness?Howdoyouhelpyourstudentsenlargetheirscopeofbackgroundknowledge?Theauthorarrangedinterviewswith12SeniorOneEnglishteachersfrom6schools(ComprisingTypeA,TypeBandTypeCschools)inGZ,2teachersfromeverysubjectschoolparticipatedintheinterview.Theinterviewswererecordedimplicitlybymp3,andweretranscribedintowrittenlanguagelater.3.2.4DataAnalysisAlldatawereanalyzedusingtheStatisticalPackageforSocialScientists(SPSS)，release10.0andMicrosoftExcel,release2003.MeanandstandarddeviationoftheTQwereanalyzedbyusingDescriptives;histogramsweregeneratedbyusingExceltoillustratetheresultsmoreplainly.Andwithin-groupdifferencesof25teachers’beliefsofthe6subjectschoolswereanalyzedbyusingOne-wayANOVA.ChapterFourResultsandDiscussionAfterallthedatawerecollected,theauthorbegantoarrangethedataandanalyzethem.Firstly,theauthorsortedoutallthereceivedquestionnaires.AndfoundoutthevalidpercentoftheTQwas100%.Table4indicatesthegeneralinformationofthequestionnairesobtainedfromthe6schools.Table4.InformationoftheReceivedTQQuestionnaireReceivedValidInvalidValidPercentNumber25250100%4.1StatusQuooftheTeachers’Beliefs4.1.1MeanandStd.DeviationoftheTQStartingfromdataanalysis,theauthorcarriedoutDescriptiveStatisticsanalysistoanalyzetheTQ,showingthatallthemeansofthe5beliefsarewithintherangeof“3.5to4.4”,therefore,conclusioncanbedrawnthatallthesubjectteachers“Agree①”witheverybeliefadvocatedintheNewCurriculum.ThentheauthorputthedatafromFigure1intotheMicrosoftExcel,generatingahistogramasfollows:Figure1.MeanofEveryBeliefBeliefsNMeanS.D.B1254.0560.4917B2253.9920.6843B3254.3600.5132B4254.3440.5050B5253.9040.5200Asisillustratedabove,thehistogramindicatesthatthemeansofBelief2(Offeringvariousoptions,cateringforpersonalneeds)andBelief5(Promotingtheassessmentsystem,encouragingcontinuousdevelopment)scorethelowestamongthefivebeliefs.Thecausesofthisresultmaybe:optionalclassandformativeevaluation,etc.arenewlyadvocated,comparedwiththeotherbeliefs;andittakestimetogetthoroughendorsementfromalltheteachers.Whereas,thoseofBelief3(Optimizinglearningmodel,enhancingself-directedlearningcompetence)andBelief4(Concerningwithstudents’emotion,enhancingculturalawareness)scorerelativelyhigh,becauselearner-centeredandbackgroundknowledgehavebeenheardoflongbefore.Afterthat,theauthormadeanotherDescriptiveStatisticsanalysistofindoutthemeanandstandarddeviationoftheteachers’beliefsineverysubjectschool.Figure2illustratestheresultsoftheDescriptiveStatisticsanalysis.Meanof4ofthesubjectschoolsisalsowithintherangeof“3.5to4.4”,asameconclusioncanbedrawnthattheseschools“Agree”withtheNewCurriculum;andSchool2andSchool3gotameanhigherthan“4.4”,what’more,meanofSchool2iswithin“4.5to5”,whichindicatesthatteachersfromschool2“StronglyagreeFigure2.MeanofEverySubjectSchoolSchoolsNMeanS.D.S153.7280.4502S244.5300.3523S344.4100.3965S434.0933.3717S533.7867.2344S664.2067.4236Total254.1312.4607Figure1andFigure2revealthatteachersfromeverysubjectschool“Agree”or“Stronglyagree”witheveryteacher’sbeliefputforwardintheNewCurriculum.Figure2alsoindicatesthatteachers’beliefsdifferindifferentschools.Thehistogramdisplaysimpressivedifferencesamongthesubjectschoolsplainly,andschool1&5bearagreatdistancefromSchool2&3intheendorsementoftheNewCurriculum.Toconfirmthishypothesis,aOne-wayANOVAanalysiswasconducted.4.1.2AComparisonofTeachers’BeliefsinEveryWhenmeansofthebeliefswerecompared,theOne-wayANOVAresultsindicatedthatteachers’beliefsindifferentschoolsdifferedsignificantly,sig.=.047,P<0.05(illustratedinFigure3).Since26outofthe27teachershavegottheNewCurriculumtraining.Thepossiblecausesofsuchdifferencemaybeduetoteachers’differentinterpretationoftheNewCurriculum,restraintoftheirstudents’levelorconfinementoftheparticularteachingcontextineverysubjectschool.Figure3.One-wayANOVAofTeachers’BeliefsSumofSquaresdfMeanSquareFSig.BetweenGroups2.1555.4312.786.047WithinGroups2.93819.155Total5.09324Tomakeaclassificationofallthesubjectschools,HomogeneousSubsetsanalysiswasdirected.Figure4demonstratedthatteachers’beliefsinSchool1andSchool5weresignificantlydifferentfromthoseinSchool3andSchool2,fortheyarenotinthesamecolumn.School4,6,3and2areidenticalintermsofendorsementoftheNewCurriculum,becausetheyareinthesamecolumn.Figure4.HomogeneousSubsetsofEverySubjectNSubsetforalpha=.05Schools123DuncanSchool153.7280School533.78673.7867School434.09334.09334.0933School664.20674.20674.2067School344.41004.4100School244.5300Sig..134.054.170UsesHarmonicMeanSampleSize=3.913.DescriptiveStatisticsoftheTQrevealedthatallsubjectteachersfromGDProvince“Agree”or“Stronglyagree”withtheNewCurriculum.AndOne-wayANOVAanalysisillustratedthatteachers’beliefsvariedfromoneschooltoanother.School2andschool3scoredthehighestamongthe6schools,whichindicatedthattheyendorsedtheNewCurriculumthemost.However,chancesarethatsometeachersshowedgreatapprovaltotheNewCurriculumjustbecausetheyknewaboutitfromtheteachertraining.However,howtheybehaveinactualteachingstillremainsaquestion.Furthermore,teachers’articulatedbeliefsisonethingandhowtheyapplytheirbeliefsintoteachingisanotherthing.4.2TheRelationshipbetweenTeachers’BeliefsandTheirTeachingBehaviorTofindoutwhetherteachersteachinlightoftheirbeliefs,analysisoftheanswerstothe2openquestionsintheTQwasconducted.Withtheteachers’mostconcerninmind,furtheranalysisonwhetherteachersadoptedparticularstrategiestotackletheobstacleswasdirected.4.2.1Teachers’ArticulatedBeliefsThedatarevealedalmost72opinionsandsuggestionsputforwardbyallthesubjectteachers.Table5listedoutfivemostwidelysharedcategoriesofteacherconcernforeachquestion.Table5.TeacherConcernontheCurrentCurriculumandTeachingItem1.ThemostobviouschangesoftheNewCurriculum①moredemandingforteachersandstudents;②renewalandincreaseofthecapacityofthetextbook;③moreinteractionbetweenteachersandstudents;④focusmoreoncultivatingstudents’integrativeabilityinlearning,knowledgeapplying,participation,cooperationandcommunication;⑤closertoauthenticdailylife.Item2.Themosturgentproblemstobesolved①therenewalofteachers’teachingbeliefsandstudents’expectationsofteaching;②theconflictbetweentheNewCurriculumandtheCollegeEntranceExamination(theconflictbetweenintegrativeskillsdevelopmentandexam-orientededucation);③theconflictbetweenstudents’abilityandthehighlydemandingnewteachingmaterialsandactivities(esp.listening);④thecoherenceofthejuniorhightextbookandseniorhighone(esp.vocabulary);⑤largecapacityofthecontentinthetextbookversusinadequatecoursehours(notenoughtimeforassimilationandconsolidation).Tosumup,mostteachershavenoticedtherenewalofthecurriculumandhaveperceiveditscharacteristicsandadvantages.Theyalsofoundthecurrentcurriculumtobemoredemandingfortheirstudents,owingtothedramaticallyincreasedcapacityofthetextbookandlimitedcoursehours.Inthemeantime,theycallforcoherenceofthejuniorhighandseniorhighcurriculum,andnewtestingformula.Thesearethesharedconcernofmostteachers,however,thequestionsare:Sincethey’venoticedtheproblems,didtheyadoptparticularteachingbehaviortomakeupforthis?Orhowmanyteachershaveattemptedto?Onlysubstantialobservationcouldtell.4.2.2ObservationLogofPracticalClassroomTeachingBearingtheteachers’mostconcerninmind,theauthorproceededtoanalyzeallthedataontheteachers’behaviorintheclassroomasrecordedinthe6researchers’classroomobservationlogs.The10-periodclassroomobservationlogsrecordedmorethan5teachersfromGradeOneandGradeTwoineverysubjectschool.Hence,thesedatacoveredarangewideenoughtorepresentthewholesubjectschool.ClassificationandanalysisoftheobservationlogrevealedthatmostschoolsadoptedthetextbookNewSeniorEnglishforChina,whileschoolsinFoshanandNanhaiadoptedtheoneSeniorHighEnglish.Nearlyalltheschoolsappliedthetextbooksflexiblybysupplyingextramaterials,omitting,adapting,orsimplifyingthecontentstomeettheirstudents’particularlevel.Intermsofmultimediafacilities,2schoolswerefoundtobeequippedonlywithradiosandprojectors.2schoolshaven’tofferedoptionalcoursesyet,andonly50%ofthesubjectschoolscarriedoutformativeevaluation.Table6outlinessomeotherbasicpracticalteachinginformationcollectedfromtheclassroomobservation.Table6.ThePracticalTeachingInformationClassroomActivitiesOptionalCoursesMultimediaApplicationFormativeEvaluationSchool1Reading,chorus,discussion,survey,competitionofwords,writing,retellingNewConceptEnglish;WritingRadio,computerNotyetSchool2Reading,chorus,discussion,role-play,writing,listeningAudio-lingua-visualEnglish;LearningbySingingRadio,computerNotyetSchool3Reading,chorus/RadioYesSchool4Reading,chorus,discussion,drills,role-play,interview,surveyInquiryStudyRadio,computerNotyetSchool5Discussion/Radio,projectorYesSchool6Chorus,discussion,role-play,dictationNewConceptEnglishRadio,projector,computerYesTheabovetablelistsoutallthepracticalteachinginformationrecordedintheclassroomobservationlogs,revealingallthesubjectteachers’teachingbehavior.Inordertofindoutwhethertheseteachers’particularteachingbehaviorisalignedwiththeirconcern,theauthordrewoutthemostwidelysharedbeliefsofeverysubjectschoolandtriedtofindouthowthesebeliefsinfluencedteachers’teachingbehavior.Table7showstheteacherconcernandtheirparticularteachingbehaviorineverysubjectschool.TheresultsshowedthatteachersinSchools1,4and6adoptedparticularclassroomactivitiestoenhancetheirstudents’weakpoints,andtocultivateparticularskills,whil