【作者】 张云；

【导师】 李丽生；

【作者基本信息】 云南师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 随着新一轮的英语教育课程改革,尤其是注重培养学生语用能力日益凸显的背景下,英语教师的专业能力水平面临着巨大的挑战。根据国家教育部新课程标准的要求,小学毕业后,学生必须拥有最基本的语言能力,即(听,说,读,写)能力,为今后的英语学习打下扎实的基础,初步建立他们英语学习的自信心。为了达到这个目标,老师需要为学生在英语能力方面做好准备。因此,英语老师在孩子们学习英语中扮演着关键角色。学生要成为学习英语的强者,就必须有英语专业能力强的老师。因为专业能力强的老师可以帮助孩子建立开口说英语的自信心,还能为孩子创造更多的英语学习氛围。在过去的10多年中,虽然也有相关类似研究英语教师的案例,但是真正关注英语教师英语水平能力研究的案例还是少之又少,尤其是相关私立学校英语老师的英语水平。并且无论是公立学校的英语教师还是私立学校的英语教师,他们自身的专业能力对学生,教学及最终的英语教学改革效果都有不可忽视的作用。因此了解目前私立学校英语教师英语能力的现状是极有必要的。本研究目的在于通过对昆明市的几所私立小学为例的样本进行调查分析,采用自我评估方法来评估英语教师的听说读写四个基本技能,着重了解私立小学在职英语教师的英语能力水平现状及由于本身有限的英语能力水平而导致了在教学中语言运用的困难及错误。尝试找出英语专业及非英语专业的在职英语教师在英语能力方面的差距。52位参与本次研究的老师都认真完成了调查问卷,其中有2位老师,经过她们的同意,进入到她们的课堂进行观察老师使用英语教学情况。所收集到的数据采用SPSS17.0进行分析。研究结果呈现几个方面的内容,第一,研究结果呈现了这几所私立小学英语教师当前英语能力(评估英语的四个基本技能,听,说,读,写)水平的现状。结果是毕业于英语专业教师的英语能力较高,而且在课堂中,他/她们能进行全英文教学,并能准确运用课堂用语。而毕业于非英语专业的教师,相对于英语专业的教师的英语能力较弱,尤其体现在口语能力方面,教龄较长的老师更明显。英语课堂中,她们较多使用的是中文教学,并且使用英语教学的时候,常出现语法错误,导致学生错误性语言输入,对老师的口令不能做出正确的回应;第二,在英语基本的四个技能听,说,读,写当中,大部分老师的语言输出技能弱于语言输入技能。考虑到这方面的因素,许多老师很愿意和外教一起工作,以便于提升自身的英语能力。第三,对于他/她们今后的在职学习,大部分老师认为必须加强自身专业能力,他/她们也希望能与其他学校的英语教师交流与探讨,从而互相学习,达到学我之长,补我之短之目的。第四,非英语专业的英语教师必须对自己的教学进行反思,如何提高自身英语能力,从而快速提高教学质量,及学生的学习质量。本次研究结果呈现了当前私立学校小学英语教师的英语水平能力现状。同时也为读者从教师的角度思考,及为教师将来继续学习带来一定的益处,并为教师如何提升自身专业水平以促进教学质量的提高提供有价值的建议。更多还原

【Abstract】 With the background of the present new round of the Chinese National English Curriculum Reform.Especially,it required educator to pay attention to the development of students’ language ability.Chinese EFL teachers are facing great challenges in their English proficiency.According to the requirement of the new curriculum standard issued by the China Ministry of Education,after six years of English learning in primary school,students should have certain ability on listening,speaking,reading and writing.The aim is to help them lay a strong foundation for the further development of their English learning.Thus,English teachers play a key role in students’ English learning,and students who want to become competent,what counts is the proficient of the English teacher.Because the proficient of the English teacher can help students build their confidence in speaking English and create a language environment.During the past decades,although a large number of relevant studies of English teachers have been carried out.Studies focusing on the proficiency of English teachers are few,especially it is lack of studying on teachers who are in private elementary schools.At the same time,it is an indispensable factor for the final English reform and teaching achievement that English teachers with proficiency,no matter where the English teacher comes from public school or private school.So,it is necessary to study on EFL teacher’s current language proficiency in private elementary schools.This study explored the current level of primary schools English teachers’ perceived proficiency with the four domains language skills(listening,speaking,reading and writing),and tried to find the gap of proficiency level between major English teachers and non-major English teachers were discussed.These samples were from several private elementary schools of Kunming city.The study mainly used the methods of self-assessment to assess the current English proficiency of EFL teachers and classroom observation.52 participating teachers who finished questionnaires and2 of them were invited to be observed in their classroom teaching.Descriptive analysis and frequency calculative analysis of SPSS 17.0 were utilized to analyze the data.The major findings showed that,first,it presented that the status quo of the English teachers’ proficiency levels in these private primary schools.In addition,for these English teachers who graduated as English major with high levels of proficiency,their classes were taught entirely in English,but those who graduated from non-English majors have lower levels of English proficiency than English major teachers,especially their oral ability.They made some errors with limited English competence in the teaching process when they used the language,which leads to students incorrect language input and slow response.Second,among the four basic language skills of listening,speaking,reading and writing,output skills are weaker than input skills for many of English teachers.Considering the weak output capability,some English teachers would like to work together with native speakers who worked in China.Third,concerning further teacher training,they would like to develop their English teaching skills and go out and communicate with their peers to learn from each other by exchanging views.Fourth,the English teachers who were not English majors should reflect on their teaching and how to improve their English proficiency to lead to a sharp improvement in the quality of teaching and learning.The above findings of the study provide implications for language teaching and learning for all English teachers.Meanwhile,the results provide readers some clues and may be beneficial to in future teachers are going on studying,and offer valuable suggests to teachers on how to promote their professional skills to facilitate the improvement of teaching quality.更多还原