IA STUDY ON TRANSFERRED TEACHERS ENGLISH PRONUNCIATION-A Case in GuangdongABSTRACTQuality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named “transferred teachers” came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a training program called “In-service Training for Transferred Teachers”. By far, these teachers have been teaching English for over four years, but there have been few follow-up researches on their pronunciation up till now. The present study investigates on the pronunciation of transferred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary English teaching. As time was limited, six transferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers. II中文摘要教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶段的学习起着举足轻重的作用。于 2001 年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。 “转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。由于时间有限，在 1102 名转岗教师中，6 名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。IIITable of ContentsABSTRACTI中文摘要中文摘要 IIChapter One Introduction 11.1 Background 11.2 Significance of the Empirical Study.11.3 Purpose of the Present Study11.4 Structure of the Present Study2Chapter Two Literature Review.32.1 Definition of Teachers Beliefs32.2 Teachers Beliefs and Teaching Behavior32.3 The Expected Teachers Beliefs of the New Curriculum.4Chapter Three Method53.1 The Participants.53.2 Procedures5Chapter Four Results and Discussion84.1 Status Quo of the Teachers Beliefs84.2 The Relationship between Teachers Beliefs and Their Teaching Behavior104.3 Teachers Most Concern in Course Planning .13Chapter Five Conclusion and Research Implications 155.1 The Importance of Teacher Training 155.2 Modification of the Assessment System.175.3 Offering Adequate Teaching Facilities 17References.20IVAppendix I18Appendix II.19ACKNOWLEDGEMENTS 211Chapter One Introduction1.1 BackgroundThe recent societal trends outline new educational aims designed to create the highly skilled teachers necessary for the 21st century. In such a new phase of education, fruitful teaching outcome is based largely on new teaching skills, which come from frequent teaching reflection and belief renewal. As a matter of fact, teachers beliefs tend to affect everything they do in the classroom, no matter implicit or explicit. Furthermore, teachers articulated beliefs is one thing, and how they apply them in actual teaching is another thing.1.2 Significance of the Empirical StudyAs education promotion is inevitable in the new phase of education, the best way to promote teaching outcome is to get feedback from teachers and learners and refine teachers beliefs and teaching behavior. Judd (1981) and Wade (2002) put forward applicable methodology for education improvement based on substantial surveys. Pate et al (1997) consider establishing an integrated, coherent curriculum as their ultimate aim of researches.Many other experts have also endowed great significance to these sorts of research (Floden Pajares 1992). And Breen et al (2001) suggests that these researches could be seen as a means to exploring language teaching. In fact, these empirical studies can help to refine teacher beliefs and teaching behavior as well. Mann (2005) addresses that teachers develop by collecting data and reflecting.1.3 Purpose of the Present StudyTeachers beliefs and teaching behavior have been studied widely in the last decade (Pajares 1992; Smith 1997; Breen et al 2001; Nunan 2001; Wade 2002; Burns 2005). However, only a few qualitative studies about teachers beliefs have been carried out throughout China, let alone in Guangdong Province. Therefore, there is a gap in this body of qualitative research on teachers beliefs in different areas of GD since the implementation of the New Curriculum. The present study is attempting to help fill that gap. Furthermore, many of the prior researches were carried out on relatively small samples, Woods (1996) made a study of 8 teachers, Wang (2002) targeted at 3 teachers, Zheng Woods 1996; Smith 1997; Breen et al 2001; Borg 2003; Burns 2005).Chinese researchers have begun to set about studying teachers beliefs and teaching behavior in recent years (Wang 2002; Xia 2002; Sun 2005; Lou Offering various options, catering for personal