The Research On The Lexicon Teaching Beliefs Of Novice TCSL Teachers

Teacher’s belief refers to a teacher’s opinions on teaching as well as his/her belief and claims when conducting teaching activities. It is formed on the basis of the teacher’s knowledge, experience and other factors, with evident individual marks. Research on teacher’s belief started relatively late within second language education in China. With regard to disciplines, so far research has been conducted within teaching English as foreign language in China. However, there are less research on international Chinese teachers’beliefs. With regard to content, research has been focused on classifying the concept of teacher’s belief and the relationship between teacher’s belief and teaching behavior. Secondary concepts (such as belief of grammar teaching, belief of vocabulary teaching), however, have not been specialized yet. Furthermore, the secondary concept of international Chinese teacher’s belief is still a blank field. Vocabulary teaching is very important in international Chinese teaching. And the author found distinct views upon vocabulary teaching through discussions with other novice Chinese as a second language teachers. Therefore, this thesis examines novice Chinese as a second language teacher’s vocabulary teaching belief.This research examines three aspects through questionnaires, classroom observation, and interviews, as follows:(1) basic situations and characteristics of novice Chinese as a second language teacher’s vocabulary teaching belief; (2) the correlation between novice Chinese as a second language teacher’s vocabulary teaching belief and their behaviors; (3) the existing factors affecting the formation of novice Chinese as a second language teacher’s vocabulary teaching belief. And it is found that:1. Novice Chinese as a second language teacher’s knowledge of vocabulary teaching goals is on relatively deep cognitive level. Their beliefs of vocabulary teaching content has a feature of multicultural integration, while their beliefs of vocabulary teaching methods is diverse. They attach great importance to tests and examine students’vocabulary knowledge by diverse methods. There are common core parts as well as individual and distinct parts among their views on vocabulary teaching.2. In general, the degree of correlation between novice Chinese as a second language teacher’s vocabulary teaching belief and teaching behaviors is relatively high. To a certain degree, their vocabulary teaching behaviors reflect their vocabulary teaching beliefs, while their vocabulary teaching beliefs determine their vocabulary teaching behaviors. Factors of the difference between their vocabulary teaching behaviors and beliefs include student’s proficiency levels, course features, teaching environment, teacher’s professional knowledge, teacher’s teaching experience, etc.3. There are six primary existing factors affecting the formation of novice Chinese as a second language teacher’s vocabulary teaching belief:foreign language learning experience, professional courses learning, teacher training, colleagues’interacting, internet and new media, etc.