A Case Study Of The Beliefs Of English Teachers And Students In Vocational Schools

In recent years, the issue of vocational school English teaching reform has triggered heated discussion among English teachers and scholars. Quite diverse perspectives of propositions have been put forward for its improvement, from macro to micro facets. Many researches have been conducted in the teaching and learning practice. However, considering various factors that might affect English teaching and learning, this thesis will concentrate on one of the subjective factors influencing foreign language teaching and learning -- teachers' and students' beliefs.More and more researches show that students' beliefs have impact on their learning behaviors and learning outcomes, and teachers' beliefs influence teachers' behaviors and teaching effects. However, previous studies mostly focus on learners' beliefs or teachers' beliefs respectively. Hence, by conducting a case study, this paper aims to explore English teachers' and students' beliefs and their relationship in the context of English teaching in a vocational school. The specific aspects of beliefs studied include their beliefs about English learning, English teaching, the curriculum, and appropriate classroom behaviors.The subjects of the study are 48 students and their English teacher in a vocational school in Shanghai. Both quantitative and qualitative researches are conducted. The research methods used in this research are questionnaires, interviews, and classroom observations. During the analyses, both matches and mismatches of the students' beliefs and their teacher's beliefs are identified, and the negative influence and possible causes of the mismatches are also suggested in order to further the study of their relationship. The analyses show that mismatches of the teacher's and the students' beliefs lead to passive resistance of both sides.According to the findings of the study, suggestions are made to English teachers, students, and school authorities in vocational schools: 1) English teachers should on one hand make their own beliefs explicit to the students, and on the other hand get to know the students' beliefs; 2) students need to express their beliefs and perceptions of English learning and teaching to their teachers; 3) school authorities had better investigate systematically the kinds of beliefs students and English teachers bring with them, and if necessary, modify their course design, such as the textbook and the course objectives, and so forth.