A Study Of English Teachers' Subject Literacy In Middle Schools Affiliated To Zhangzhou City

Subject literacy(SL)is the measurement of the qualification of middle school English teachers,and it is also an essential part of teachers' professional development.This study tries to investigate the level of English teachers' subject literacy in middle schools based on Freeman's theory of Teacher Cognition(TC)and Mishra's theory of TPACK combining the characteristics of English subject.At present,the study of middle school English teachers' subject literacy in China is still insufficient.Based on many related theories,The author aims to know about the current situation and the influencing factors of the development of English teachers' subject literacy in middle schools affiliated to Zhangzhou city,so as to further understand whether middle school English teachers' subject literacy can meet the requirements of teaching middle school students,and to provide some practical suggestions for improving the subject literacy of middle school English teachers.This study takes survey as the main research method and selects 136 English teachers from middle schools affiliated to Zhangzhou city as the research objects.The study aims to answer the following questions:(1)What is the overall situation of middle school English teachers' subject literacy ?(2)Are there any differences in subject literacy among middle school English teachers under the variables of working age,qualification and professional title?(3)Is their subject literacy related to working age,qualification and professional title?The research results show that:(1)The score rate in middle school English teachers' subject literacy is from 77.64% to 83.53%.There are significant differences(Sig.TC=0.004,Sig.CK=0.010,Sig.PCK=0.025,Sig.TPK=0.000,Sig.TCK=0.000,Sig.TPACK=0.000)between junior and senior high school English teachers in TC,CK,PCK,TPK,TCK and TPACK,but no significant differences in PK and TK.On the whole,high school English teachers have high subject literacy,and senior high school English teachers' subject literacy is higher than that of junior high school English teachers.(2)There are significant differences(Junior high school English teachers: Sig?0.016;Senior high school English teachers: Sig?0.025)among the variables of working age,qualification and professional title.(3)There is a high positivecorrelation between subject literacy and the varible of different working ages and professional titles(Junior high school English teachers: r?0.857;Senior high school English teachers:r?0.839),and there is a low negative correlation in education background(Junior high school English teachers: r=-0.287;Senior high school English teachers: r=-0.276),which indicates that middle school English teachers with long teaching years and high professional titles have a higher level of subject literacy.Based on the above research results,the author puts forward relevant suggestions from the following three aspects: education authorities,schools as well as teachers themselves should improve the level of English subject literacy,in order to contribute to the professional development of English teachers.