College English Teacher Development In 10 Chinese Universities From The Perspective Of The Teacher-Student Relationship

The present research attempts to explore the feasible means of college English teacher development from the perspective of the T-S relationship in 10 Chinese universities by investigating the present situation of the T-S relationship in college English teaching, the effects of the T-S relationship on college English teacher development and the means of college English teacher development.The teacher questionnaire and the student questionnaire are employed as the research instruments in the present research. Data collected from the teacher subjects'and the student subjects'responses is processed by SPSS (13.0) for statistical analysis with the calculation of the Mean value and Standard derivation as well as the comparisons among the variables with T-tests and one-way ANOVA tests.The findings of the present research can be listed in the following three points. First, the present situation of the T-S relationship in college English teaching is unfavorable for teacher development and student achievement, which can be attributed to the low frequency and the limited means of communication between teachers and students and teacher's ignorance of students'needs in the affective domain in college English teaching. Secondly, the unfavorable T-S relationship in college English teaching makes it urgent for college English teachers to develop themselves professionally through the interaction with students and others involved in college English teaching. At present, college English teachers are still the major source of students'English knowledge and competence. College English students have higher learning needs and give greater priority to the improvement of the communicative competence in English. Finally, in order to meet students'learning needs and construct the favorable T-S relationship, college English teachers have realized the importance of teacher development. However, the majority of teachers prefer some means of teacher development such as pursuing further studies abroad and ignore other means such as reading academic journals and books, conducting team teaching and reflective teaching and so on. At the same time, more feasible means of college English teacher development need exploring.