A Survey Of English Teacher Beliefs About Strategy Instruction

With language learning strategies (LLS) and language learning strategy instruction (SI) as theoretical basis, the present thesis discusses the relationship between language teachers and strategy instruction, and analyzes the impact of teachers' beliefs about strategy instruction, which, in theory, demonstrates the necessity in the training of language learning strategies and strategy instruction for middle school English language teachers. Then, in practice, with questionnaires and interviews as two researching methods, the author did the research from qualitative and quantitative aspects. According to the present research, the general condition of middle school English teachers' beliefs about strategy instruction was drawn, which attests that scientific and systematic training for English teachers in language learning strategies and strategy instruction should be conducted in various forms such as lectures and workshops.In the study, 10 schools were drawn randomly as a sample from the middle schools in Taiyuan, Shanxi province. 209 in-service English teachers from the sample attended the questionnaire survey, and of them, 40 accepted the interview. According to the data statistics, some results were obtained as following:1. In general, there is a high acceptance of LLS and SI among the English language teachers.2. According to the statistics, except for the factor of the years of teaching experience, little impact on teachers' acceptance of LLS and SI has been put by the other factors such as gender, age, professional qualification, and the teaching stage. The result shows that the acceptance grows with the increasing of teachers' teaching experience.3. Source limitation of teachers' knowledge of LLS and SI is a problem. For one side, it is difficult for the teachers to get books and videos on LLS and SI in local book markets. For the other side, the systematical lectures and trainings in LLS and SI are not enough, and the ones with theories and practice integrated are needed.4. The teachers are not confident of their knowledge mastery of LLS and SI. According to the research result above, though high acceptance has been given by...