| The continuous deepening of English reform doesn't shake the status of English,but consolidates its absolute status as one of the three core subjects of the college entrance examination(Chinese,math,and foreign language),which provides a chance for students to refresh the scores,and is paid more attention to students' perception,and emphasis on basic knowledge as well as cultivation of examination ability,focusing on "solving practical problems with language knowledge".The English reform of college entrance examination brings the important influence to the students and raises the requirements of the teachers' language awareness and knowledge competence.Only by constantly improving the language awareness and knowledge competence of the English teachers,supplemented with rich teaching experience and teaching pertinence,can teachers satisfy the students' needs,and help students set out for a broader future.In addition,the general objectives of the English Curriculum Standards for Compulsory Education(2011 Edition)for primary and secondary schools also require that English teachers need a higher level of language awareness and knowledge competence.By combing the previous studies,the author find that although more and more scholars begin to pay attention to the teacher knowledge,there are still some one-sidedness and imperfection in the present research.The scholars emphasize the comprehensive knowledge of English teachers,but have not paid much attention to language knowledge which is the most elementary part in comprehensive knowledge of English teachers.Meanwhile,the teachers' language knowledge needs to be reflected by their language awareness,which is still not a key requirement.Whether the true level of language awareness of these English teachers meets the teaching reform requirements,whether they meet English learners' needs and whether English teachers possess sufficient language awareness,the problems which are worthy of further study.In order to understand the current situation of English teachers' language awareness,this study takes undergraduate English majors in normal university(pre-service teachers)and in-service English teachers from public primary schools,middle schools and high schools as the research objects.Based on linguistic theories,the study adapts English Teachers' Basic Language Awareness Questionnaire as a research tool to investigate and analyze the English teachers' language awareness and try to answer the following three research questions:(1)How is the language awareness of pre-service / in-service English teachers? What are the differences?(2)What are the differences in the items of language awareness among English teachers with different academic qualifications?(3)What are the differences in language awareness among in-service English teachers from primary schools,middle schools and high schools?Through data compilation and analysis,the study finds that:(1)Although the overall language awareness of in-service English teachers is higher than that of pre-service English teachers,all teachers' level of language awareness is not good enough and their implicit skills are better than their explicit knowledge;(2)Academic qualifications have impact on the language awareness of pre-service English teachers but no impact on in-service teachers,and English teachers with different qualifications have different weak points;(3)The teaching of different levels also affect the teachers' language awareness.The teachers who teach higher grades have the higher level of language awareness.The awareness gap between the English teachers in primary schools and junior high schools is greater than the gap between the teachers in middle school and high school.Based on the above findings,the author puts forward several feasible proposals for teacher development.Teachers should change their passive learning into active learning,develop group-based cooperative learning and reflective teaching in order to promote their professional development. |
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