A Survey On The Status Quo Of Englishcurriculum Beliefs By Pre-serviceenglish Teachers

At present,the overall research on curriculum conceptions by teachers is on the rise.Domestic and foreign scholars have explored teachers' curriculum concepts through empirical research,which includes: the definition of curriculum,the influence on teachers' teaching behaviors and the influencing factors.However,most studies are about in-service teachers of physical education,chemistry,mathematics and other disciplines.There is no research on beliefs of language curriculum by pre-service English teachers.Therefore,exploring the current situation of pre-service English teachers' language curriculum views is expected to be able to make practical significance for the training of pre-service English teachers.This paper studies the current situation of pre-service English teachers' conceptions of language curriculum and explores the following questions: What is the status quo of pre-service English teachers' language curriculum beliefs? What problems exist in pre-service English teachers' views on language curriculum? What factors influence the language curriculum beliefs by pre-service English teachers? How can pre-service English teachers' beliefs of language curriculum be improved? This paper took 70 postgraduates majoring in Med.(ELT)from X University of Chongqing as the research subjects.Data were collected by questionnaires,interviews,and classroom observations,and were statistically analyzed with SPSS20.0 software.The research results show that at present,the awareness of pre-service English teachers' language curriculum views is higher.Pre-service English teachers have a weaker understanding of the objectives,content and evaluation than the definition,implementation and resource conception of language courses;the language curriculum views by pre-service English teachers affect their teaching behaviors in some aspects;English teachers' language curriculum conceptions and their behaviors cannot go hand in hand.There is still a certain gap between the two.Professional backgrounds,internship or work experiences,learning experiences,influence of previous teachers,and the number of attending lectures have an impact on the language curriculum beliefs by pre-service English teachers.For example,withregard to the aims,resources,content and evaluation of language courses,the longer the internship or work experiences,the more the learning experiences,the more appropriate the language curriculum views by pre-service English teachers are in line with their own language curriculum behaviors.Based on the above research findings,the author puts forward some relevant suggestions and strategies for pre-service English teachers and normal universities.It is expected that this study can attract people's attention to pre-service English teachers' language curriculum conceptions,and provide reference for future research in this area.