Chapter 1 Introduction
1.1 Statement of Problem
1.2 The Pilot Study Research
1.3 Research Questions
1.4 Purpose and Significance
1.5 Limitation of the Study
Chapter 2 Literature Review
2.1 Vygotsky' s Sociocultural Theory
2.1.1 Individual and social
2.1.2 Mediation
2.1.3 Genetic approach
2.2 Teachers' Beliefs
2. 2.1 Sixteen assumptions about be]iefs of teaching
2.2.2 Studies on beliefs of teaching
2.3 Communicative Language Teaching (CLT)
2.3.1 What is CLT?
2.3.2 Origins of CLT
2.3.3 The sociocultural theory and CLT
2.4 English Education in China
2.4.1 History of English education in China
2.4.2 The new development of English teaching in China
2.4.3 The traditional pedagogy of English teaching in China~
Chapter 3 Research Methodology and Methods
3.1 Philosophy of Case Study Methodology
3.2 Strengths of Case Studies
3.3 Samplings
3.4 Data Collection
3.4.1 Data collection before the educational practicum
3.4.2 During the teaching practicum
3.4.3 After the educational practicum
3.5 Data Analysis
3.6 Validity and Reliability
Chapter 4 Pre-Service EFL Teachers' School English Learning
Experiences and Teacher Training Experiences at
College
4.1 The General Information About School Education in
China
4.2 Hui's School Life
4.3 How Did the Participants Learn English in Secondary
Schools?
4.4 The Participants' Attitudes Toward English Teaching in
Secondary Schools
4.5 The EFL Teacher Training Program at Liaoning Normal
University
4.5.1 Two courses in the training program
4.5.2 The educational practicum
4.6 Summary
Chapter 5 Initial Perceptions About CLT and Its
Implementation
5.1 Understandings of CLT
5.2 Views on Implementation of CLT in China
5.2.1 Good oral skill vs high scores in examinations
5.2.2 Fun of CLT vs usefulness of the traditional way of
teaching
5.3 Summary and Reflections
Chapter 6 The Participants' Perceptions During the Practicum
6.1 English Teaching in the Three Practicum Schools
6.1.1 In the middle school
6.1.2 In the high school
6.1.3 In the vocational high school
6.2 Perceptions About Implementation of CLT
6.2.1 Implementation of CLT needs more time and efforts
6.2.2 CLT is the trend of English teaching
6.2.3 CLT may be in conflict with the Chinese culture of
learning
6.2.4 Imagined possibilities of using English in China
6.3 Summary and Reflections
Chapter 7 Six Pre-Service Teachers as Six Cases
7.1 In the Vocational School
7.1.1 Di: "The students have no interest in learning "
7.1.2 Han: "I just tried to expand a little so that they may feel
interested and listen to me. "
7.2 In the High School
7.2.1 Fan:"I don't know how to teach grammar. "
7.2.2 Hong:" CLT is in conflict with the main Chinese
tradition of exams. "
7.3 In the Middle School
7.3.1 Tian : "CLT needs a little bit long time of process
to show its merits. "
7.3.2 Hui : "Experts should create a pack of CLT activities
for us to use. "
7.4 Summary of the Six Cases
Chapter 8 Conclusions
8.1 The Perceptions of CLT
8.2 Perceptions of the Implementation of CLT
8 3 Factors Affecting the Participants' Perceptions of CLT
8.3.1 Internalized Chinese culture of learning
8.3.2 Culturally constructed understanding of knowledge
8.3.3 Deep-rooted pre-existing beliefs of teaching
8.3.4 Newly developed beliefs during the training at college
8.3.5 Personal interaction with the local schools
8.3.6 Other issues that may affect their percepti
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