A Study Of The Relationship Between College EFL Teachers' Cognition And Teaching Effect

Within both general education and second language teaching field since the 1960s, there has been a movement away from teacher-dominated modes of learning to more learner-centered approaches. In fact, under the influence of this movement, of unquestionable importance for language learning has been the development in recent years of learner-centered models of education. This can be seen from the fact that while books and articles concerned with learner are in abundance, there is still little research on what the teacher brings to the process of second language education. People focused on teachers'teaching methods a lot these years, and they just stood outside to observe teachers'behavior. What roles do teachers play in the process of English as a foreign language teaching? Overseas researchers study this issue nowadays. But there is a few Chinese scholars study this field. This paper will seek to understand teachers'teaching methods from the inside rather than from the outside, that is, from the point of view of the English teachers themselves, rather than depending on quantification of teaching behaviors. Although some researchers began to study teacher cognition in China, there was still very little concern about the relationship between college English as a foreign language teachers'cognition and teaching effect.So this paper will try to find out how teachers'knowledge systems, beliefs, values, principles and personal experiences shape their understanding of English teaching and what teaching effect will be achieved. This research will be based on a qualitative or interpretative approach to teaching research, hoping college English as a foreign language teachers will get some help and improve their teaching.