A Survey Of Teachers' Belief Of Full Time English MED Students

English teachers are practitioners of educational reform as well as decision-makers and organizers of the classroom English instruction process.With its implicity,complexity and dynamics,the teachers' belief can serve as the guidance and the driving force of the teachers' behaviors.While the current research on English teachers' belief primarily focus on the in-service teachers at primary,secondary and tertiary levels,little has done concerning the teachers' belief of pre-service English teachers,especially that of English MED students.Thus,the purpose of this study is to investigate the teachers' belief of full-time English MED students by comparing such belief of English MED students from different universities and by comparing such belief of English MED students who majored in English education during their undergraduate periods with that of such students who majored in other aspects of the English language during those periods.It is hoped that such investigation can promote the self-awareness of English MED students and the planning of their professional development,and can enhance their awareness in the reflection and improvement of their belief.In this study,questionnaire survey is the primary means for data collection.86 first-year English MED students are chosen as subjects from two universities including Guangxi Normal University and Henan Normal University.The Questionnaire on English Teachers' Belief employed in this study is adapted on the basis of similar questionnaires created by Taiwan scholars Zhu Yanyu and Ye Yuzhu(2003)and by Xu Quan(2012)in his doctoral dissertation.This questionnaire considers English teachers' belief from the following five aspects: teachers' belief about English,teachers' belief about English teaching,teachers' belief about English learning,teachers' belief about roles of English teachers and students,and English teachers' belief about teaching as a profession.The present study addresses the following three questions:(1)What is the overall situation of student teachers' belief among full-time English MED Students?(2)Are there any differences in student English teachers' belief between full-time English MED students in Guangxi Normal University and those in Henan Normal University?(3)What are the differences in Student English teachers' belief among English MED students who majored in English education during their undergraduate periods with that of such students who majored in other aspects of the English language during those periods?This study produces the following results:(1)An overall positive inclination exists in English teachers' belief among English MED students(2)There are no significant differences with respect to the teachers' belief among English MED students of the two universities under investigation,and regarding the two beliefs about English teaching and English teaching as a profession,English MED students of GXNU hold more positive views than that of such students of HNNU.(3)There are no significant differences with respect to the teachers' belief among English MED students with different areas of studying during their undergraduate periods.The following suggestions are put forward on the basis of the results of this study:(1)English MED programs offered by relevant universities should implement curriculum reform with its emphasis on both subject-related and practicum-related courses.(2)Both supervisors of English MED students and other faculty member offering courses to such students should revamp their mode of instruction and try to set good examples for their students.(3)English MED students should themselves constantly reflect on their teachers' belief and thoroughly implement such reflections on their day-to-day instruction process.