A Comparative Study On The Differences Of Teachers Beliefs Between Native Speakers Of English And Chinese Teachers Of English In Private Foreign Language School

With the English teaching scale getting enlarged continuously, English native speaker teachers appear at the middle school, primary school and kindergarten. For the young language learners , it is difficult to understand the English native speakers totally without the Chinese teachers'help. In this kind of teaching process, are the two teachers'classroom actions consistent? There is a lot of evidence to indicate that teachers'beliefs have a greater influence than teachers'knowledge in the way they plan their lessons and on their general classroom practice. The beliefs here means all the things he or she believes , and personal view about a particular area or subject. Beliefs tend to be culturally bound, to be formed early in life and to resistant to change. They are closely related to what we think we know but provide an affective filter which screens , redefines, distorts, or reshapes subsequent thinking and information processing. Teachers'beliefs about English learning , students and themselves will affect everything that they do in the classroom . This theses mainly focuses on the following problems: Do the English native speakers and the Chinese teachers have the same beliefs or not ? If there are some discrepancy , what are the main aspects ? Why are there differences ? How can teachers do to cooperate better? Chapter one is the introduction, which raises the questions we are going to study. Chapter two, we studied the differences of teachers'beliefs between native speakers of English and Chinese teachers of English . The main aspects are about English , English learning, teachers'role, students'role and motivation etc. We listed the investigation results . Then we analysed the source of teachers'beliefs .We found that there were many important factors that influenced their beliefs , e.g. their own experience as language learners, working experience personality factors etc. and we also discussed the influence of the culture difference. Chapter three presented the approaches in detail, such as the constructivist view of education, a constructivist view of teaching, teachers'beliefs , the teachers as mediator etc. And how does the writer understand the theories above. Chapter four , first we analysed what an English native speaker knows(e.g. pronunciation and grammar) and what a language student should know .On this basis, we provided some suggestions . Before planning a class, teachers should know the language and the skills for the level, the learning aids available for the level, stages and techniques in teaching. Teachers also need to know a considerable amount about their students , e.g. what are the main characteristics of different age students ? How do the students feel about learning English ? What do the students need ? In the classroom , as the foreign teachers'assistant, Chinese teachers can undertake some teaching tasks , e.g. to be a model , a monitor, a culture expert or an instructor etc. At last , the writer advocated teachers to be reflective practitioners , so that the teachers can realize their beliefs and thinking processes which underlie their classroom action. Chapter five is conclusion, we also pointed out the limitation of this thesis : we had not studied the affections of different beliefs in the teaching process.