The Study Of Teacher's Beliefs And Characteristics Of Excellent College English Teachers

College English is a compulsory course in Chinese higher education.As the organizer and knowledge provider in college students' English learning,teacher's beliefs are related to the implementation of their whole teaching and it has some impacts on their own professional development as well as students' physical and mental development.Teachers' beliefs in teaching are their views on language,classroom teaching,assessment of students' learning,language learning,the role of teachers and students,teaching specialization and the like in the field of education.The research of teacher's beliefs is an important subject of teachers' professional development theory and teachers' education research.The purpose of this study is to provide young college English teachers and college English novice teachers with some effective teaching guidance and suggestions as well as promote their professional development.In this paper,a case study is conducted on the teacher's beliefs and characteristics of four excellent young college English teachers from different universities in Inner Mongolia by means of interview data collection,classroom observation notes and some written materials collection.There are two research questions in this paper:1.What are the teacher's beliefs of the four excellent young collegeEnglish teachers? 2.What are the characteristics of the four excellent young college English teachers' teacher's beliefs? Based on the dimensions of college English teachers' teacher's beliefs which involve the views of English language,the views of English teaching,the views of English learning,the views of the role of teachers and students,and the view of individual professional development of teachers,the relevant materials are collected,sorted out and analyzed.The results of this study are as follows: In the dimension of English language views,teachers approve the language cognitive ability view.In addition,some teachers hold the communication-function view,the language innate ability view or language meaning function view.In the dimension of English teaching views,the teachers have same opinions about teaching objectives,contents,key points,methods,tools and evaluation of students' learning,but there are some differences in the basics of teaching objectives and teaching contents,the contents of cultural teaching,the methods of explanation of foreign cultures and the methods of grasping teaching key points,the types of teaching tools and the specific content of students' learning assessment.In the dimension of English learning beliefs,teachers tend to be consistent in the aspects of English learning difficulty view,English learning methods view and English learning motivation view.However,there are some differences in the belief of the talent of English learning,the nature and characteristicsof English learning,the causes of difficulties in students' English learning,the specific methods of English learning and the specific ways of stimulating students' English learning motivation.In the dimension of teachers' and students' roles,teachers believe that in college English classes,teachers mainly play the role of instructors and students play the role of active learners.In addition,some teachers consider that in the college English teaching,teachers should also play the role of helper,edifier,leader,controller of the quality of students' learning or spiritual mentor,and students also play the role of learning task holder.In the dimension of English teaching professional views,teachers' teaching specialty can be developed by learning and scientific teaching research.In addition,some teachers suggest that teachers' professional development can be improved through teaching reflection,teaching practice or participation in the compilation of books and textbooks.