A Case Study Of English Teaching For Maiors

English language teaching (ELT) has been made a profession since the nineteenth century and an abundance of ELT methodologies pop up. We classify the ELT methodologies into the following trends:(1) from learning to know to learning to use and to learning to grow (2) from instructed learning to communicative learning to humanistic teaching (3) from teacher-centered to learner-centered. ELT in China have been developed along the above trends with many local problems turning up and remaining unsolved and all these demand more attention to classroom management in English teaching, without which all the above goals cannot be well realized.The present study is a case study of English teaching for English majors, taking a perspective from organizational culture (OC). There are three levels of OC:the artifacts, espoused beliefs and assumptions. And the three levels successively and interactively influence organizational members. The theoretical framework inspires us a lot. The present study takes an English class as an organization, and focuses on management of organizational culture that goes on during the process of English teaching, classroom management and English learning. The author takes as subjects two classes of senior English majors that attend the same course Advanced English taught by two different teachers. And the aim of the present study is to find answers to the following questions:(1) How does an English teacher’ assumptions shape his teaching beliefs which further guide his teaching and classroom management?(2) What are the influences of an English teacher’s teaching and classroom management on students’ English learning?The comparative case study contains a qualitative study and a quantitative study. In the qualitative research, the author first classifies the data collected. Then, based on the framework of organizational culture management, she endeavors to present and compare the process of teaching and classroom management in Class034and Class035in terms of construction of classroom structures, implementation of teaching mechanisms, and management of organizational culture. Also she analyzes the three levels of organizational culture in two classes. She finds that the three levels of OC have close relationships.Then it is the quantitative part of the present study. To evaluate the influence of the above process on students’ English learning, SPSS12.5and Excel2003are used to analyze results of teaching and classroom management. The present study comparatively analyzes students’ exam scores in a pre-test and those in a post-test; students’classroom performance in terms of their commitment to class; their sense of belongingness to class and consensus in mentality; and their subjective evaluations of their learning experiences. And at the end of the study, the following conclusions are reached:(1) Different life experiences, life values and attitudes, personalities, and professional life experiences influence an English teacher’s underlying assumptions which are usually unconscious but may be used to explain his teaching beliefs, his teaching and classroom management.(2) Different espoused beliefs of an English teacher directly guide their teaching and classroom management. And the process of teaching and classroom management is manifestations of the teacher’s beliefs, which has great power to shape the values of the classroom culture in his particular way.(3) An English teacher’s assumptions, beliefs and the process of teaching and classroom management altogether greatly influence students’English learning including their learning outcomes, classroom performance and learning experiences.As an immature trial of ELT study from a new non-educational perspective, the present study has revealed some unexplored aspects of English classroom and it is hoped that the problems inevitable for such a pioneering research will be overcome by more researches in this field.