A Survey Study On The Relationship Between Reading Instruction Beliefs And Behaviors Of Senior Middle School English Teachers

The present study aims to study senior middle school English teachers' reading instruction beliefs,reading instruction behaviors and the relationship between them,trying to answer the following questions:(1)What is the current situation of senior middle school English teachers' reading instruction beliefs? Do their individual differences affect reading instruction beliefs?(2)What is the current situation of senior middle school English teachers' reading instruction behaviors? Do their individual differences affect reading instruction behaviors?(3)What is the relationship between senior middle school English teachers' reading instruction beliefs and their instruction behaviors?(4)What factors influence the above relationship?The present study adopts qualitative and quantitative research methods.Firstly,the author employs the questionnaire to investigate the current situation of reading instruction beliefs of 35 English teachers from two different types of senior middle schools(Zezhou No.1Middle School,Zezhou No.2Middle School)in the city of Jincheng in Shanxi Province,and then analyzes how teachers' individual differences affect on their reading instruction beliefs.Secondly,the author observes 4 teachers' classroom performances whose teaching years,academic degrees,and types of schools are different obviously and analyzes the current situation of their reading instruction behaviors.In addition,the author analyzes how teachers' individual differences affect on their reading instruction behaviors and the relationship between English teachers' reading instruction beliefs and reading instruction behaviors.Thirdly,the author learns the factors by interview that influences the relationship between them.Finally,the author applies SPSS17.0 to calculate the data gained from the questionnaire and the classroom-observation with descriptive statistics,the independent samples t-test,thecorrelation analysis and one-way ANOVA.The results of research show that(1)senior high school English teachers have basically abandoned traditional reading instruction beliefs,and their reading instruction beliefs are influenced by teaching years,academic degrees and types of schools;(2)in teaching practice,some English teachers still have been adopting traditional teaching methods,and their reading instruction behaviors are influenced by the above factors;(3)the factors that influence the relationship between reading instruction beliefs and behaviors are the learning experience of teachers as a foreign language learner,the summary of teachers' instruction practice,the learning of new curriculum theory and advanced teaching theories and so on.