| Vocabulary,as the foundation and link of language learning,plays an important role in English learning.Primary school English vocabulary teaching is completed by teachers,and teachers’ teaching behavior is determined by their beliefs.The teaching beliefs held by teachers affect their teaching behaviors in classroom practice.The purpose of this study is to understand the current situation of primary school English teachers’ vocabulary teaching beliefs and find the relationship between their vocabulary teaching beliefs and teaching behaviors.And the factors affecting the relationship between teachers’ vocabulary teaching beliefs and behaviors.In this study,quantitative and qualitative methods were used to explore the basic teaching beliefs and teaching behaviors of primary school English teachers in vocabulary teaching.This study takes the primary school English teachers in experimental primary schools,township central primary schools and general complete primary schools(general complete primary schools in rural areas)in a certain county as the research objects.Collecting data through questionnaires,classroom observations,and interv iew tools,a total of 49 primary school English teachers participated in the questionnaire survey,three English teachers from different types of schools were observed and interviewed in class.The results show that :(1)Most primary school English teacher s have a good understanding of the content of vocabulary teaching and pay attention to the importance of vocabulary use.Most teachers must be aware of the use of perceptual presentation(physical objects,pictures,audio and video,etc.)and playful presentation in primary school English vocabulary teaching.Teachers believe that traditional rote memory should be abandoned.The most accepted strategic activities are songs,chants and games;Mind maps or word categories;Guess the meaning from the context.Teachers are convinced that the use of such activities in primary school English classes is easier to motivate students and improve learning results.Most teachers hold a skeptical and negative attitude towards the dictation vocabulary test.Teachers hold a supportive attitude towards interesting(making up dialogue,making up stories,etc.)testing methods.This indicates that teachers gradually weaken their attention to the form of words and shift their attention to the deeper knowledge of words and pay attention to the use of tested words.(2)Performance of vocabulary teaching beliefs and behaviors of primary school English teachers in different dimensions: Teachers’ vocabulary teaching content belief and teaching behavior are consistent.There are great differences between belief and behavior in terms of vocabulary presentation and vocabulary strategies.Teachers are very sure of the way to present new words in games,but they are seldom used in actual teaching.Teachers affirm the teaching strategy of mind mapping and encouraging students to guess new words according to the context,but they do not use it in classroom teaching.(3)The main factors influencing the relationship between vocabulary teaching beliefs and behaviors of primary school English teachers are as follows: teacher workload,school environment,and teacher training.This study has some enlightening significance for English teaching and education in primary schools.(1)arouse the attention of the relevant departments to the status quo of the work of primary school English teachers,take active measures to promote teaching,expand the number of teachers,enrich the education and teaching resources of rural schools,reduce the class size,to provide a variety of reference education and te aching resources for rural schools.(2)Provide teachers with balanced learning and training opportunities to improve their professional quality.(3)Teachers should establish the consciousness of lifelong learning and develop the habit of reflecting on teaching frequently,so as to promote the transformation of teachers from experience-oriented teachers to reflective teachers. |
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