A Study On The Effect Of Teachers' Belief On The Effectiveness Of Language Teaching - A Comparative Analysis Of College Chinese And College English

The Chinese and English courses are the public basic language disciplines in the university, which mainly improves the language ability of students on the basis of the application.However, how to raise teaching effectiveness in the classroom is affected by the teachers’ beliefs.This study presents the situation of the college Chinese and English teachers’ beliefs and the impacts on the teaching effectiveness using a combination of the quantitative and qualitative methods from a new perspective and selecting discipline faith, learning faith, teaching faith, learners and teachers self-development faith, which makes questionnaire for 40 college Chinese teachers and 40 college English teachers from different ages, different seniority, and different titles. And the writer selects three college Chinese and three college English teachers to make interviews and classroom observation. This study explores the college Chinese and English teachers’ belief in Qiqihar University and analyzes the impacts on the effectiveness of teaching, as well as elaborates how to help the college Chinese and English teachers improve teaching effectiveness by establishing the teacher beliefs.The result shows that different ages, different seniority and different titles of college Chinese teachers produce significant differences in teachers’ belief; meanwhile,teachers’ belief of different ages, different seniority and different titles of college English teacher also shows significant differences. However, for the same age, equal seniority and the same titles of the college Chinese and English teachers, the teachers’ belief is not significantly different. Studies of classroom observation and interview presents that college English teachers of the “traditional” orientation pay less attention to the students’ study in classroom interaction. The College English teachers of the“progressive” orientation is more, more diversified for teaching methods, which is possible to mobilize the initiative of student learning. For the teaching objectives, the college Chinese teachers of the “traditional” orientation are not clear. They do not care whether the students master the knowledge. The College Chinese teachers of the“progressive” orientation have more classroom activities and more flexible form, but equally do not understand that how the college Chinese should be a kind of discipline and how enables the students to understand what to learn.