| With the expansion of vocational schools’ recruit and acceleration of the reform of basic education, the society is in increasing demand of applied English talents. The goal of vocational colleges is to train applied talents with high technology, whether they can skillfully use English becomes one of the important standards of whether vocational students can be applied talents. However, there are still many problems in vocational English teaching and learning, the students are generally poor in English, they usually keep silent at class. Various reasons lead to the situation, like the facilities, the scale of the classes, the students’ learning interest, and the teachers’ abilities. However, in recent years, more and more researchers have started to focus on the impacts of vocational English teachers’personality on students’ English learning.According to Wang Rongde, the teacher is the interactive body of educational profession, teachers’personality refers to good emotion, reasonable intelligence structure, stable sense of morality and inherent tendency of individual behaviors formed in the course of their professional work. Wang Rongde (2001) also points out that teachers’ personality includes four constituent elements, namely moral, temperament, physique and qualification, while the study is based on the three elements-moral, temperament and qualification with the goal of analyzing the impacts of vocational English teachers’ personality on students’ classroom learning. To be specific, the study aims to find out which elements have greater impacts, and how the three elements influence students’ classroom learning. The research takes 120 students in Hubei vocational college of science and technology(HVCST) as participants, and adopts the means of class observation, questionnaire and interview. The results of the study show that vocational English teachers’ personality has great impacts on students’ classroom learning. Among the three elements, students are most affected by teachers’ temperament, followed by moral and qualification. In terms of temperament, students are most affected by humorous and active teachers; in terms of moral, students are most affected by dedicated teachers; in terms of qualification, students are most affected by teachers’ language expressive ability. Based on the above analysis, the author summarizes the personality requirements of vocational English teachers, and further provides strategies to improve their personality. |
