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Gordon.耂€噀.s-N\O€:N3篘b\嶯3篘擽hQ钀R鶴 3篘錘 N闟R鶴MR3篘b闟R,{1篘 T燫 I{ b et al 0婳俌Crystal, D. A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd., 1997.He, A. W. Discourse Analysis. M. Aronoff & J. Rees-Miller eds.. The Handbook of Linguistics. London: Blackwell, 2003: 428-445.Hymes, D. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press, 1994.Li, Yafei. On v-v Compounds in Chinese. Natural Language and Linguistic Theory, 8, 1990: 177-207.坙禰Jq{|媁f[-N剉h皨!j_ 0Y韹Yef[Nxvz 0,{1g 19971-10恄萷痯0R9NR輯槝剉觺刧N烺齹 Nwm NwmYe瞼鶴Hr>y 1998 耂€噀.sIl褘橯\O膲9.1 簨噀歔?z衏 T鰁 {\簨噀耂€噀.s-N髞\N莧;NAmY噀噀.s钀R匭筟褘bIl韹TN\嶯1000IlW[ 褘bcknx0AmEu剉Il韹v^衏09. 2 烻噀N硩{復憚v\O(u0嶯2001t^ 擽癳駛韹 zh芉剉亯Bl 駛韹亯蜰\f[ Nt^Yew 郪dk N蛓珗饄:N l彈\Ye^ 剉\f[駛韹Ye^u哊0 l彈\Ye^ /fc蜰(WL€l彈\鵚瓔誯NT蜰婲\f[駛韹Yef[剉^楍傢NNYe^0髞蔔:Nbk 購汵€^騗蟸蜰婲\f[駛韹Ye瞼 g踁t^Y哊 FO坃\sQ嶯購汵l彈\€^韹髼剉T韣屽g0,gxvz鶺嶯l彈\Ye^剉韹髼臽礠 Bl翄購汵闟譙菑 NhT駛韹NN鵚瓔孴Nt^剉(WL€鵚瓔剉l彈\Ye^/f&T g@b蹚ekN齹軃鸑嶯\f[駛韹Yef[01u嶯鰁魰 gP (W1102Tl彈\Ye^-N 6T珗 忷N,gxvz剉譙諎0,gxvz/f惽徺~mQMO€^剉駛韹鉙4Yh埦廢_髼 v^鵞U_髼蹚L坴Q曪R恎0sQ.曂sQ.曂? sQ.曂? sQ.曂? Table of Contents TOC \o "1-2" \h \z \u  HYPERLINK \l "_Toc154147549" Acknowledgments i HYPERLINK \l "_Toc154147550" Abstract ii HYPERLINK \l "_Toc154147551" Xd 亯 iii HYPERLINK \l "_Toc154147552" Table of Contents iv HYPERLINK \l "_Toc154147554" 1. Introduction  PAGEREF _Toc154147554 \h 21 HYPERLINK \l "_Toc154147555" 1.1 Background  PAGEREF _Toc154147555 \h 21 HYPERLINK \l "_Toc154147556" 1.2 Significance of the Empirical Study  PAGEREF _Toc154147556 \h 21 HYPERLINK \l "_Toc154147559" 2. Literature Review 21 HYPERLINK \l "_Toc154147560" 2.1 Definition of Teachers Beliefs 21 HYPERLINK \l "_Toc154147561" 2.2 Teachers Beliefs and Teaching Behavior 21 HYPERLINK \l "_Toc154147563" 3. Method 22 HYPERLINK \l "_Toc154147564" 3.1 This is Title of 3.1 22 HYPERLINK \l "_Toc154147565" 3.2 Procedures 22 HYPERLINK \l "_Toc154147566" 4. Results and Discussion  PAGEREF _Toc154147566 \h 22 HYPERLINK \l "_Toc154147567" 4.1 Status Quo of the Teachers Beliefs  PAGEREF _Toc154147567 \h 22 4.1.1 Mean and Std. Deviation of the TQ.  PAGEREF _Toc154147567 \h 22 HYPERLINK \l "_Toc154147570" 5. Conclusion and Research Implications  PAGEREF _Toc154147570 \h 23 HYPERLINK \l "_Toc154147571" 5.1 The Importance of Teacher Training  PAGEREF _Toc154147571 \h 23 HYPERLINK \l "_Toc154147574" 6. Limitations  PAGEREF _Toc154147574 \h 23 HYPERLINK \l "_Toc154147575" References 24 1. 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....2. Literature Review2.1 Definition of Teachers BeliefsDefinition of beliefs may vary according to different experts. Sigel (1985) defines beliefs as mental construction of experience, which guides behavior. Nespor (1987) and William & Burden (1997) define it as values and attitudes of the world and is also predictor of behavior. To be brief, beliefs tell behavior.In 1992, Pajares made a definition of 搕eachers beliefs as teachers attitudes about education, about schooling, teaching, learning, and students (Pajares 1992). Nespor (1987), Woods (1996) and William & Burden (1997) found teachers beliefs is far more influential than knowledge in determining classroom work. Breen et al (2002) also infers that teachers beliefs and experiences strongly influenced classroom work. From all the above definitions, the author summed up 搕eachers beliefs to be teachers attitudes about teaching and learning, which will affect everything they do in the classroom teaching.2.2 Teachers Beliefs and Teaching BehaviorThe western countries had gone through 3 decades in the research of the relationship between teachers beliefs and teaching behavior. Freeman (2002) subdivides the period into 3 broad time frames: work leading up to 1975, the decade of change (1980-1990), and the decade of consolidation (1990-2000).Since the 80s, an array of empirical studies of teachers beliefs and teaching behavior have been carried out. Freeman (2002) probed the impact of teachers mental lives, prior knowledge, social and institutional context, etc. on teaching behavior, and found teachers beliefs to have a powerful influence on their behavior. Actually, how teachers beliefs shape their behavior in classroom teaching has been studied in various ways (Meighan 1990; , .  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MethodThe survey consisted of 3 instruments: `$ a teacher questionnaire developed by the author (consisted of three sections: Section One--personal data and experience, etc; Section Two--a 25 item teacher belief section based on the 5 guidelines of the New Curriculum in senior high published by the Ministry of Education (Item 1 5 on Belief 1, Item 6-10 on Belief 2, and the rest may be deduced by analogy); Section Three--2 open questions about teachers beliefs and teacher concern) (See Appendix 1); a$ an observation log (comprising general information and a 10-period classroom observation log (See Appendix 2); b$ an interview outline (See Appendix 3).A pilot study was conducted in one Type B school from Guangzhou in early September 2005. Based on the feedback from the pilot study, the author made revisions in the survey instruments. 3.1 The Participants10 schools from 5 of the cities in GD Province participated in this study. The participants were carefully chosen: the capital city of GD--Guangzhou (^轢), two peripheral cities--Foshan ([Oq\) and Nanhai (WSwm), two relatively remote cities--Puning (nf乕) and Shantou (Ul4Y), respectively. 10 researchers divided the 10 schools among them during their teaching practices. However, only 8 schools data were intact and possible for analysis. Altogether, there were 27 teachers from these 8 schools.3.2 Procedures3.2.1 The Teacher Questionnaire SurveyFirstly, the researchers invited the teachers to fill in the Teacher Questionnaire (TQ) and fixed a time with the teachers for classroom4. Results and DiscussionAfter all the data were collected, the author began to arrange the data and analyze them. Firstly, the author sorted out all the received questionnaires. And found out the valid percent of the TQ was 100%. Table 4 indicates the general information of the questionnaires obtained from the 6 schools. Table 4. Information of the Received TQ QuestionnaireReceivedValidInvalidValid PercentNumber25250100%4.1 Status Quo of the Teachers Beliefs4.1.1 Mean and Std. Deviation of the TQ...5. Conclusion and Research ImplicationsThe present research carried out a survey of the status quo of teachers beliefs and their teaching behavior in the New Curriculum context in Guangdong Province by means of questionnaire, classroom observation log and interview. By intensive analysis, the author found that firstly, teacher s beliefs differed significantly from one school to another; secondly, teachers in most schools teach in accordance with their beliefs, whereas some teachers behavior was disjointed from their beliefs, although they showed that they  Strongly agree with the New Curriculum in the TQ. In the meantime, the author got a pleasant surprise to find that one out of the 6 subject schools, a school from Shantou, had a relative conformity in practical classroom teaching and teachers beliefs. Finally, a more intensive analysis was made to find out the teachers difficulties in renewing their beliefs or applying their beliefs into teaching. 5.1 The Importance of Teacher Training From the interviews, the author found that most teachers, especially the inexperienced teachers, expressed that they need ...6. Limitations...ReferencesArgyris, C. & D. A. Schn. Theory in Practice. San Fransisco: Jossey-Bass, 1974.Argyris, C. & D. A. Schn. Organizational Learning: A Theory of Action perspective. Mass: Addison-Wesley, 1978.Borg, S. Teacher cognition in Learning Teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36, 2003: 81-109.Breen et al. Making sense of language teaching: Teachers principles and classroom practice. Applied Linguistics 22, 2001: 470-501.Crystal, D. A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd., 1997.He, A. W. Discourse Analysis. M. Aronoff & J. Rees-Miller eds.. The Handbook of Linguistics. London: Blackwell, 2003: 428-445.Hymes, D. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press, 1994.Thomas, J. Meaning in Interaction: An Introduction to pragmatics, S琋Y韹Yef[Nxvz鶴Hr>y 2010.Li, Yafei. On v-v Compounds in Chinese. Natural Language and Linguistic Theory, 8, 1990: 177-207.坙禰Jq{|媁f[-N剉h皨!j_ 0Y韹Yef[Nxvz 0,{1g 19971-10恄萷痯0R9NR輯槝剉觺刧N烺齹 Nwm NwmYe瞼鶴Hr>y 1998 _箖.蜰艍蚹剉覊_S褘剉媿縍. 0駇3W'Yf[f[ 0 ,{6g 2003: 109-112.Net. 1. Feminism, Ideology and Deconstruction: a Pragmatist View http://ww.brocku.ca/English/course/4F70/destruction.html 魦f1. 耂€噀.s剉\鑜 gT臺{R鶴@b g耂€噀.s 耂€噀.s亯BlNNO嶯10*N,v^亯Bl gY7h'`0?€9Nf[b枖^(u韹婝|誯N簨噀耂€噀.s褘噀Definition of Pragmatics覻T _q\ f[鱏070501105 Thomas, J. Meaning in Interaction: An Introduction to pragmatics, S琋Y韹Yef[Nxvz鶴Hr>y 2010.Definition of PragmaticsIt is extremely easy, with the benefit of hindsight, to pick holes in earlier approaches to the study of pragmatics. In the discussion which follows it is important to bear in mind that the  pioneers in the area of pragmatic were reacting against an approach to linguistics which was strongly biased towards meaning in abstract rather than meaning in use. 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