| In the process of teaching reading,the beliefs in reading instruction held by English teachers will directly affect their teaching content and teaching behavior in the reading class,having a great impact on reading teaching.Adopting the comparative study,the author makes a comparative study on the beliefs in reading instruction between novice teachers and experienced teachers,coming up with the existing problems and the reasons and further offers pedagogical suggestions,so as to provide a basis for high school teachers to improve competence in self-reflection and reading practice.The study is based on the Schema Theory and Theory of Mediation.Quantitative and qualitative methods are conducted with 30 novice teachers and 21 experienced teachers selected from high schools in Huludao,Liaoning Province as the research object.Two novice and experienced teachers are selected for interviews according to results of the questionnaire.The questionnaire is modified from Li Xue（2016）,which illustrated the beliefs in reading instruction from five dimensions: linguistic knowledge,reading models,reading learning strategies,reading goals and reading materials.The following research problems will be solved:（1）What’ s the overall situation of the teachers’ beliefs in reading instruction in the two groups?（2）What are the results of the comparative analysis of teachers’ beliefs in reading instruction between the two groups?（3）Are there characteristics and problems of teachers’ beliefs in reading instruction? If yes,what are they? And what are the causes?Through data analysis,the results are as follows:（1）In general,senior high school English teachers’ beliefs in reading instruction are more systematic and balanced.However,the beliefs in reading instruction held by novice teachers are lower than that of experienced teachers and shows the characteristics of imbalance.（2）According to the comparative analysis,it is found that significant differences exist in the five dimensions.In terms of linguistic knowledge,novice teachers pay the most attention to the translation of complex sentences in reading while experienced teachers pay the most attention to vocabulary and grammar points;in terms of reading models,novice teachers are willing to make students understand the meaning and relationship between words and sentences while experienced teachers are more willing to analyze the genre of the passages;in terms of reading learning strategies,novice teachers believe that metacognitive strategies are more effective in improving students’ reading level while experienced teachers believe that cognitive strategies are more effective;in terms of reading goals,novice teachers believe that passing the exam is the most important while experienced teachers believe that it is more urgent for students to cultivating thinking ability;in terms of reading materials,novice teachers put more attentions on the reading articles outside the teaching materials while experienced teachers more recognize the reading articles inside the teaching materials.（3）According to the research,it is found that there exist some problems and characteristics in teachers’ beliefs in reading instruction.First,novice teachers’ beliefs about vocabulary knowledge in reading instruction are weak.Second,novice teachers have a weak belief in using the articles in the textbook in reading instruction.Third,both novice teachers and experienced teachers have diversified characteristics in reading learning strategies,among of which the beliefs in resource management strategies in reading instruction are the weakest.According to the interview results,the causes can be deduced:（1）Affected by personal reading learning experience and learning needs of students,novice teachers have insufficient awareness of improving their beliefs in vocabulary teaching,and their understanding level of textbook discourse is relatively low.（2）Affected by the workload,different students pools and school conditions,novice teachers and experienced teachers do not have a deep research and understanding of reading learning strategies.（3）Under the current examination-oriented education background,schools do not pay enough attention to the cultivation of teachers’ beliefs in reading instruction.According to the findings above,pedagogical implications are offered:（1）Novice teachers should cultivate their self-reflective awareness of beliefs in vocabulary teaching through teaching reflection and teaching seminars.（2）Novice and experienced teachers should improve the theoretical literacy of reading learning strategies and view the theories about the beliefs in reading instruction into more scientific ways.（3）Educational institutions should offer teachers various opportunities for inter-school communication,learning and observations so as to be familiar with different levels of students,giving room to give a guidance to students to put reading learning strategies into practice,thus encourage teachers to improve their beliefs in reading instruction.The conclusion of this study is that senior high school English teachers’ beliefs in reading instruction are generally mature,however,novice teachers’ reading beliefs are relatively low and imbalanced.Some problems on the beliefs in reading instruction still exist in the two group of teachers.Both internal and external causes lead to the problems,which need to be solved by teachers and educational institutions together. |
