Study On The Evaluation Of Effective Foreign Language Teaching Behavior And Teaching Concepts By English Teachers And Students As Well As Those Teach And Learn Chinese As A Second Language

This paper, through the design of questionnaire specified at "effective foreign language teaching" behavior and concepts, as well as empirical investigation of evaluation on "effective foreign language teaching" behavior and concepts, in the present conditions of foreign language studies, from teachers and students of Chinese as a foreign language and of English, aims at testing effective teaching theories and exploring effective foreign language teaching classroom from empirical point of view, so as to put forward tentative suggestions for the future training of foreign language teachers.The paper refers to the empirical investigation of Bell (2005). In terms of comprehensive analysis of evaluation on "effective foreign language teaching" behavior and concepts from teachers and students of Chinese as a foreign language and of English, this paper mainly addresses the following three research questions.1) How is the evaluation from teachers and students of Chinese as a foreign language and of English on "effective foreign language teaching " behavior and concepts? To what degree is the positive or negative?2) Is the respective evaluation same or significantly different between teachers of Chinese as a foreign language and teachers of English, between teachers of Chinese as a foreign language and students of Chinese as a foreign language, between teachers of English and students of English, between students of Chinese as a foreign language and students of English?3) What’s the specific referring significance of the evaluation results to classroom teaching?Having collected data, through calculating the average and independent sample T, it turns out:1) From overall research results, the four respective groups, group consisting of teachers of Chinese as a foreign language, consisting of English teachers, consisting of students of Chinese as a foreign language, consisting of students of English, hold affirmative and positive answers on the majority of questions on "effective foreign language teaching" behavior and concepts. What’s more, answers from the four groups turn out to be the same to a great degree.2) While generally speaking, the four groups provide similar answers, significant difference still exists in some individual "effective foreign language teaching" behavior and concepts among groups.Such as, students of Chinese as a foreign language wish to have some activities designed when it comes to the comprehension of some grammar or an article, while to teachers of Chinese as a foreign teacher, it is not agreeable. Students, with consideration of their learning demand, are in the hope of learning boring grammar in interesting activities. However, teachers, as the designer of activities in the process of teaching, regard it unrealistic or quite challenging to design some activities on each grammar point. So the answers from teachers are quite different. English Teachers think of frequent group activities as a relief of students’anxiety; while students hold the totally opposite answer, believing activities would increase their anxiety. The differences may result from different identities as well as different culture, which would help us better understand differences between teachers and students, and that between teaching and students when teaching, thus provide effective foreign language teaching classroom with specific guidance.Although certain inadequacies exist in data collecting and data analysis, the empirical research, to a degree, enriches research in effective teaching, especially effective foreign language teaching, and provides the field with support of empirical evidence. Meanwhile, consistency and difference found。between groups of teachers and that of students is of great significance as guidance as reference for future classroom teaching.