The Study Into L2 Teachers' Beliefs On Tblt And Classroom Practices In A Dongguan Senior High School

With the development of English curriculum reform and teacher cognition research,teachers' beliefs have become the focus of education now.Simon Borg(2003),an internationally renowned expert in the field of teacher cognition,put forward a teaching concept framework based on teacher cognition,which shows that what teachers believe directly guide teachers' classroom practice.The introduction of Task-based Language Teaching(TBLT)into L2 classes has been welcomed by teachers and scholars,while difficulties and challenges come at the same time.In order to provide help for implementing of the new curriculum and improve L2 classroom teaching,this study,through a study of an experienced L2 English teacher and a novice teacher in a senior high school in Dongguan,adopted interviews to explore teachers' beliefs on TBLT and observed their performances in the classroom teaching,trying to explore the relationship between teachers' beliefs and classroom practices.In this study,three research questions have been put forward and answered as follows:(1)What beliefs about TBLT do the senior high school English teachers hold?(2)Do they implement TBLT in their daily instructional activities? If “yes”,to what extent?Are there any differences between the TBLT implementation frequencies of the two teachers?(3)What is the relationship between their beliefs on TBLT and classroom practices?By analyzing the data collected,several findings were concluded in the study.Firstly,both teachers had certain basic knowledge of TBLT,but experienced teacher seemed to grasp the connotation of TBLT better and held a positive attitude towards TBLT.Although the novice teacher believed that TBLT could bring benefits to students' learning,she still insisted that TBLT was not adoptable in senior high school due to the test system.Secondly,in the daily classroom teaching,experienced teacher was more inclined to apply TBLT,while the novice teacher seldom applied TBLT in her lessons.Thirdly,English teachers' beliefs were basically consistent with their classroom practices and affect their teaching behavior.The specific teaching practice implemented by teachers in the classroom to some extent reflected their internal teaching beliefs.